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Tarasenko, M. "ONLINE LEARNING: INTERACTIVE METHODS". Pedagogy of the formation of a creative person in higher and secondary schools 2, n.º 77 (2021): 49–53. http://dx.doi.org/10.32840/1992-5786.2021.77-2.9.
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Tekin, Cem, e Mingyan Liu. "Online Learning Methods for Networking". Foundations and Trends® in Networking 8, n.º 4 (2013): 281–409. http://dx.doi.org/10.1561/1300000050.
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Salmons, Janet. "Case methods for online learning". eLearn 2003, n.º 6 (junho de 2003): 2. http://dx.doi.org/10.1145/863928.863932.
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PRASETYA, Prita, e Sekar Wulan PRASETYANINGTYAS. "LEARNING STATISTICAL METHODES WITH ONLINE ONLINE COURSE". ICCD 3, n.º 1 (27 de outubro de 2021): 312–15. http://dx.doi.org/10.33068/iccd.vol3.iss1.368.
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Today's business has become something complex. Various factors interact with each other and make business unpredictable. Research is an effort to develop knowledge, develop and test theories. The research objective is an effort to develop knowledge, develop and test the theory. Research activities in practice are likely to include multidisciplinary research and a combination of the application of multiple research methods. In practice, research can be carried out in multi-disciplinary and is a combination of several research methods. The function of research is to find explanations and answers to problems and to provide alternatives to the possibilities that can be used to solve the problem. On that basis, a systematic method is needed in overcoming various problems that arise in the business. The business research method is a systematic method that is useful for researching various aspects related to business. Statistics and research methods training aims to provide a better understanding of business research. The research methods discussed in this training are Structural Equation Modeling (SEM) and Soft System Methodology (SSM). This community service activity produces changes following the set output targets, increasing participant knowledge to help compile business research. The results of the evaluation of the implementation of training in business research methods for students, lecturers, researchers, and practitioners, show that the level of understanding becomes better after attending the training and has the motivation to conduct research with quantitative and qualitative approaches. Participants can also run the SEM LISREL application independently.
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Vilkhovchenko, Nadiia P. "ESP distance learning methods At technical universities". Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, n.º 23 (junho de 2022): 116–23. http://dx.doi.org/10.32342/2522-4115-2022-1-23-14.
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The paper focuses on the urgent problems of linguadidactics caused by Covid-19 pandemic and the need to implement online learning at all Ukrainian institutions of higher learning. English for Specific Purposes online learning involves modern methods that are constantly being improved. They are aimed at effective interaction of all participants in the learning process. The Department of Foreign Languages in Lviv polytechnic national university analyzed the feedback from the teaching staff and students concerning methods applied in online classes which were held during the quarantine period in 2020–2021. Observations of teaching experience, as well as the positive feedback from students proved that online learning English for specific purposes can be as effective as the offline one. The study considers a number of important principles that should be followed in order to succeed in distance learning. English for Specific Purposes online tools involved both synchronous and asynchronous methods. The former methods included videoconferences held with the help of various applications, e.g. Zoom, Microsoft Teams, Google Meet etc. Asynchronous means consisted of using instant messengers, email, educational platforms, i.e. virtual learning environment of the university based on the Moodle platform. We conducted a survey among students of five groups of different technical specialties. The survey aimed at finding out their opinion concerning effectiveness of ESP online lessons. It helped to discover what kind of difficulties the students had faced. The survey also allowed us to understand which types of activities were better perceived during video conferences in comparison with lessons in the classroom (i.e. listening and watching video). The analysis of the results obtained brought us to a conclusion about the most efficient way of conducting online classes. Thus, a combination of asynchronous and synchronous methods appeared to be the most effective tool for online mastering of ESP. On the one hand, the asynchronous method can be effective to consolidate lexical and grammar material, as well as develop reading skills. On the other hand, synchronous method provides direct communication in the «student-teacher» format and is the most effective means of transmission and acquiring new knowledge in the discipline of English for Specific Purposes. It also develops speaking skills while involving students in work with breakout rooms. The paper also discusses the issue of students’ knowledge and skills assessment. The process of control has become automated and, thus, more convenient. Diagnostic and control works were performed in the form of current and final tests, hosted on the Moodle platform (virtual learning environment of Lviv Polytechnic National University). This greatly facilitates teacher’s work; as such tests contain a convenient option of automatic checking the correctness of students’ answers to the tests.
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Rini, Hesty Prima, e Dewi Khrisna Sawitri. "Effectiveness of Online Learning: The Learning Methods and Media". Ilomata International Journal of Social Science 3, n.º 1 (10 de fevereiro de 2022): 330–39. http://dx.doi.org/10.52728/ijss.v3i1.389.
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Online distance learning has been implemented as the most possible alternative at this time for continuous learning while maintaining a distance to prevent the spread of the corona virus and obeying the rules not to gather in one place. Research was conducted to investigate the effectiveness of online learning by distributing questionnaire through the google form link. Data were obtained from 112 students related to media and learning methods that support the implementation of effective online learning . The result showed that 71% or 80 students mentioned that online learning at their university is effective. Blended Learning which is a combination of system synchronous learning and asynchronous learning is chosen by the majority of respondents. Related with the learning media, the use of google meet is the most popular learning media because apart from being able to be used as a medium in synchronous learning, it can also be used in the synchronous learning through Google classroom.
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Tîrziu, Andreea-Maria, e Cătălin I. Vrabie. "NET Generation. Thinking outside the box by using online learning methods". New Trends and Issues Proceedings on Humanities and Social Sciences 2, n.º 7 (27 de janeiro de 2016): 41–47. http://dx.doi.org/10.18844/gjhss.v2i7.1178.
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Sampe, Maria Zefanya, e Syafrudi Syafrudi. "ONLINE MATHEMATICS LEARNING STRATEGY APPROACH: TEACHING METHODS AND LEARNING ASSESSMENT". Jurnal Pendidikan Matematika (JUPITEK) 7, n.º 1 (7 de julho de 2024): 42–55. http://dx.doi.org/10.30598/jupitekvol7iss1pp42-55.
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The primary focus of this research is to develop strategies aimed at identifying effective methods applicable to online mathematics instruction and assessment. Teaching through distance education has many challenges, requiring educators' adeptness in utilizing e-learning platforms for both instructional delivery and assessment purposes. This study adopts a literature review methodology, drawing upon various previous studies relevant to this subject matter. The research findings reveal several online mathematical strategies and assessment techniques envisioned to adequately measures students' capacity to discern complex issues and employ critical thinking to resolve mathematical problems. The important role of the educator as a facilitator is underscored in crafting learning materials synchronized to the needs of students navigating the online platform. In this context, online mathematics instructional strategies are intricately intertwined with pedagogical dimensions and the appropriateness of utilized media and assessment modalities. Emphasizing interactive, creative, and innovative learning emerges as a critically important characteristic, particularly within the realm of online mathematics instruction
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Loi, Chek Kim, Jason Miin Hwa Lim, Norazah Mohd Suki e Hock Ann Lee. "Exploring University Students’ Online Learning Readiness: A Mixed Methods Study of Forced Online Learning". Journal of Language and Education 10, n.º 1 (30 de março de 2024): 49–67. http://dx.doi.org/10.17323/jle.2024.16016.
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Background: Despite the advancement achieved in previous research into online learning, few studies have used both quantitative and qualitative data to examine how students’ readiness to learn online is affected by three different external factors, comprising (i) the degrees to which technology is available to students, (ii) the support provided by the institutions of learning, and (iii) the social influence affecting the students engaged in forced online learning in a pandemic situation. Purpose: To fill this research gap, this study explored university students’ forced online learning readiness in relation to technological accessibility, institutional support and social influence during a pandemic, in an attempt to furnish insights into how educators can maximize the benefits of adopting online learning methods. Method: A mixed methods research design was employed in this study. Quantitative data, elicited via self-administered questionnaires completed by 211 participants, was analyzed using the frequencies, means, standard deviations and Pearson correlation analysis involving the Statistical Package for the Social Sciences (SPSS) software version 27. Qualitative data, elicited via 11 open-ended questions posed to 41 students through in-depth interviews, was then studied using a thematic analysis of the participants’ feedback concerning the three constructs in online learning. Results: Our quantitative analysis showed that institutional support had the strongest positive correlation with online learning readiness, and this was followed by technology accessibility and social influence in relation to students’ readiness to learn online. Qualitative findings further indicated that students were largely concerned about Internet accessibility and the setting where their roles were restricted to being mere listeners in online sessions. Apart from being apprehensive about excessive online assignments, students also acknowledged that their online interactions were influenced by their friends and family members, and they would prefer practical work that could inspire them to reflect and engage actively with the course material given during the pandemic. Conclusion: While lecturers can make online classes more interactive and discussion-generative, university administrators need to aptly facilitate their institution’s transition to the forced online learning mode, moderate social influence, improve the learning management system, and provide training to teachers and students on the use of emerging technology.
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NF, Jhoanita, e Siti Khadijah. "PARENTS’ PERCEPTIONS OF ONLINE LEARNING METHODS: A QUANTITATIVE STUDY". Makna: Jurnal Kajian Komunikasi, Bahasa, dan Budaya 10, n.º 1 (9 de março de 2022): 21–30. http://dx.doi.org/10.33558/makna.v10i1.3242.
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Online learning may alienate some students as they may be not familiar with it or face some problems such as students’ lack of concentration during online learning, poor internet services, the lack of suitable gadgets to access online learning. Parents, as ones who are responsible for the learning process of their children during online learning may be burdened with online learning approach. Therefore, it seems important to analyze the parents’ perceptions toward online learning to understand their concerns on the efficacy of online learning process. The present study uses a quantitative approach by distributing a set of questionnaires to 90 parents from a private school in Cirebon, Indonesia. The results of present study show that parents have relatively positive perceptions toward online learning. It can be said that online learning may have some merits toward students’ learning progress.
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Renò, Vito, Ettore Stella, Cosimo Patruno, Alessandro Capurso, Giovanni Dimauro e Rosalia Maglietta. "Learning Analytics: Analysis of Methods for Online Assessment". Applied Sciences 12, n.º 18 (16 de setembro de 2022): 9296. http://dx.doi.org/10.3390/app12189296.
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Assessment is a fundamental part of teaching and learning. With the advent of online learning platforms, the concept of assessment has changed. In the classical teaching methodology, the assessment is performed by an assessor, while in an online learning environment, the assessment can also take place automatically. The main purpose of this paper is to carry out a study on Learning Analytics, focusing in particular on the study and development of methodologies useful for the evaluation of learners. The goal of this work is to define an effective learning model that uses Educational Data to predict the outcome of a learning process. Supervised statistical learning techniques were studied and developed for the analysis of the OULAD benchmark dataset. The evaluation of the learning process of learners was performed by making binary predictions about passing or failing a course and using features related to the learner’s intermediate performance as well as the interactions with the e-learning platform. The Random Forest classification algorithm and other ensemble strategies were used to perform the task. The performance of the models trained on the OULAD dataset was excellent, showing an accuracy of 95% in predicting the students’ learning assessment.
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HUSZTI, Ilona Ishtvanivna, e Klaudia Augustynivna BARTA. "METHODS OF TEACHING FOREIGN LANGUAGE VOCABULARY ONLINE". Academis notes. Series: Pedagogical sciences 9 (28 de agosto de 2024): 66–72. http://dx.doi.org/10.59694/ped_sciences.2024.09.066.
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This paper investigates the integration of technology into language teaching, particularly vocabulary acquisition, which has garnered significant attention in recent years. While the potential benefits of technology-enhanced learning are undeniable, the rapid pace of technological advancement necessitates continuous research to identify effective tools and strategies. The aim of the paper is to present the current state of technology-based vocabulary teaching, examining its advantages, challenges, and implications for language pedagogy. A comprehensive analysis of the literature reveals a growing body of research exploring the use of technology in language classrooms. Studies have demonstrated the potential of various tools and platforms, such as online dictionaries, interactive exercises, multimedia resources, and virtual learning environments, to enhance vocabulary acquisition. These technologies offer opportunities for personalized learning, increased learner autonomy, and the development of communicative competence. However, the effective integration of technology requires careful consideration of several factors. Issues such as digital divide, technical proficiency, and the potential for distraction can hinder the learning process itself. Moreover, the quality of digital resources varies significantly, and teachers must possess the skills to critically evaluate and select appropriate materials. It is essential to strike a balance between technology-mediated instruction and traditional teaching methods in order to optimize learning outcomes. Furthermore, the study highlights the importance of pedagogical considerations in technologybased vocabulary teaching. Effective vocabulary instruction involves not only the presentation of new words but also the development of word-learning strategies, the creation of rich language contexts, and opportunities for vocabulary practice. Technology can support these processes through providing interactive activities, authentic language input, and opportunities for collaborative learning
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Kurniawan, Indra, e Andri Rahadyan. "Analysis of Statistical Learning Outcomes with Online and Offline Learning Methods". Symmetry: Pasundan Journal of Research in Mathematics Learning and Education 8, n.º 1 (28 de junho de 2023): 72–80. http://dx.doi.org/10.23969/symmetry.v8i1.8244.
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This study analyses what factors make online learning outcomes better than offline. It is crucial to know whether there are other supporting factors or factors from the students' abilities. The method used in this research is descriptive research using a qualitative approach with six research subjects. The selection of subjects in this study was by purposive sampling. Collecting data in this study using task-based interviews, namely: (1) selecting research subjects; (2) determining the time of data collection; (3) carrying out data collection; (4) analysing data; (5) comparing the results of online and offline data collection; and (6) conclude the results of the analysis. The results of the analysis of this study are that the application of online learning methods and offline methods has little effect on material understanding, enthusiasm and independence in learning. The things that need attention are not the learning method, but how we can foster a good and consistent spirit for education, especially for students with medium and low abilities, it is vital to increase the excitement for learning in all learning methods because, with a consistent enthusiasm for learning, students will be happy. And active when participating in class learning both with online and offline modes.
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Storchak, Oleg. "TOPICAL LEARNING PARADIGMS FOR ONLINE EDUCATION". Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, n.º 13(81) (26 de maio de 2022): 7–11. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-7-11.
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Affordances of information-communication technology enable faculty to migrate the face-to-face courses into an online environment within a rapid time frame. Leaning problems are approached from varied theoretical perspectives. An eclectic approach to teaching and learning could combine a traditional educational perspective with the perspectives of constructivism, social constructivism, sociocultural theory and experientialism. The vital factors in online education are teacher guidance, collaboration with peers, social interaction, language, culture, the structured activity of instruction, teaching methods, assessment of the evolving cognitive capacities in students, feedback, remedial activity, changing environment, recurring patterns, memorization and rote learning. The teacher is a facilitator in the learning process. The learner is active in gaining knowledge. Mediation between the learner and the material to be learned is carried out through the teacher and organized learning activity. Discourse is an educational focus. Thought is seen as internalized discourse. Reality is a personal concept as every person constructs their own version of reality. Knowledge is a social construct. Social and individual processes are interdependent in the construction of knowledge. Meaning and thought are embodied. People are not free to think anything as the same neural and cognitive mechanisms are involved in perception, movement, conceptualization and reasoning.
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Kupczynski, Lori, Marie Anne Mundy e Alberto Ruiz. "A Comparison Of Traditional And Cooperative Learning Methods In Online Learning". i-manager's Journal of Educational Technology 10, n.º 2 (15 de setembro de 2013): 21–28. http://dx.doi.org/10.26634/jet.10.2.2411.
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Fadhilah, Murni, Sela Sutrisna, Siti Nuri Muslimah e Muhammad Taufik Ihsan. "An Exploring Methods in Online Learning: Synchronous and Asynchronous". ETDC: Indonesian Journal of Research and Educational Review 1, n.º 1 (27 de dezembro de 2021): 74–81. https://doi.org/10.51574/ijrer.v1i1.55.
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Online learning is becoming increasingly important for several reasons. Especially during the pandemic, since pandemic COVID-19, the teaching and learning process has changed from the traditional face-to-face classroom into online distance learning. Online education is a definite trend that will continue to grow in the years ahead. Online teaching and learning methods can be divided into two groups: synchronous and asynchronous learning. In this case, we will explain the differences and provide some advantages and disadvantages of synchronous and asynchronous learning. Synchronous learning is a learning-oriented interaction that is facilitated by direct, real-time instructions and usually scheduling. Synchronous online learning is commonly facilitated by media such as video conferencing, telecom, live chat, and live streaming. Asynchronous learning means that the learning activity isn't done directly between teachers and learners. The materials have been prepared by the teachers to be accessible to the students. Asynchronous online learning methods involve independent curriculum, streaming video, virtual libraries, and college posts. Synchronous and asynchronous learning use electronic devices, particularly computers and the Internet.
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Nia Kania, Samjaji e Hilmiy Ila Robbihi. "ONLINE LEARNING ON STUDENT LEARNING MOTIVATION". Incisor (Indonesian Journal of Care's in Oral Health) 6, n.º 1 (21 de junho de 2022): 195–205. http://dx.doi.org/10.37160/theincisor.v6i1.20.
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Background: The Covid-19 pandemic has resulted in various difficulties and limitations, one of which is the implementation of learning, related to policies for conducting online learning. Online learning is a form of distance learning that utilizes telecommunications and information technology, such as the internet and can lead to various types of interactions during learning. Learning methods using the internet and multimedia technology can change the way in which alternative learning is delivered in traditional classrooms. Through online learning, students and lecturers can interact without face-to-face using the internet. Objective: This study aims to determine the effect of online learning on learning motivation of students of D III Dental Health Semester I at Tasikmalaya Health Polytechnic in 2021. Methods: This type of qualitative descriptive research is expected to reveal situations and problems encountered in online learning activities. Samples were taken by total sampling with a total of 38 respondents. Results: The results of the study using the chi-square statistical test obtained data that the significant value of was 0.012 (<0.05), which means that there is an influence of online learning on the learning motivation of students of D III Dental Health Study Program Tasikmalaya Health Polytechnic. Conclusion: There is an effect of online learning on the learning motivation of students of D III Dental Health Study Program Tasikmalaya Health Polytechnic.
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ROMAN, Ioana, Mirela FĂRĂGĂU e Sorina DÂRJAN. "Didactic Communication in Online Learning". Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VII, n.º 2 (31 de outubro de 2021): 12–26. http://dx.doi.org/10.26744/rrttlc.2021.7.2.03.
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This qualitative study was focused on higher education and learning through online didactic communication. Using an approach of mixed data collection methods, such as: essay, focus group technique and oral questioning, the research aimed to identify how online communication can be streamlined. The role is to identify different components of the learning environment that may affect the learning experience. These components could have a major impact on efficient communication of higher education (students cohort is N = 98). Results have shown that students had well-defined opinions regarding didactic communication in the virtual environment. They had a positive learning experience and efficient communication only if they were involved in activities and if they were not distracted by other actions or sounds of the environment.
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Sharma, Manjari, e Sharad Gupta. "Enhancing Online Teaching Methods Through Leadership Innovations". Scientific Bulletin 29, n.º 2 (1 de dezembro de 2024): 292–306. https://doi.org/10.2478/bsaft-2024-0030.
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Abstract This paper explores the crucial role of leadership in enhancing online teaching methods through innovative approaches. As online education becomes increasingly important, particularly following the COVID-19 pandemic, effective leadership is vital for addressing both the potential and challenges of digital learning environments. This study emphasizes the integration of advanced technologies such as AI and adaptive learning systems and the importance of inclusive educational strategies. The research also highlights leadership models that foster strategic planning, technological innovation, and inclusivity to improve online education outcomes. Practical recommendations for fostering student engagement, maintaining academic integrity, and addressing the digital divide are discussed. These findings provide a framework for educational leaders to successfully navigate the complexities of online education and to implement technologies that enhance learning experiences for diverse student populations.
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Syokumawena e Herawati Jaya. "Comparison of the Effectiveness of Biomedical Subject Learning Methods". International Journal Scientific and Professional (IJ-ChiProf) 1, n.º 2 (31 de maio de 2022): 59–63. http://dx.doi.org/10.56988/chiprof.v1i2.9.
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The Covid-19 outbreak requires the teaching and learning process to change to using online methods. The purpose of this study was to determine the evaluation of student learning in basic biomedical science courses consisting of theory and practicum with offline and online methods by looking at the scores of students' final semester exam results.The sample for this assessment is 174. The value of offline theory compared to online differs by 4.94 points, where the online value is high. The value of online practicum learning compared to offline is 8.2 points different, where the online value is also higher. Final semester test scoresmethod theoryoffline varies from 43 – 88 whilemethodonline from the value of 52 – 92. The results of the final semester practicum exam scoresmethodoffline from 68 - 90 while online ranging from 60 - 98. The average percentage of online theory learning methods is 74.15andthe average offline theory learning method is 69.21. Meanwhile, the average percentage of offline practicum learning methods is 74.59 and the average percentage of online practicum learning methods is 82.79. The analysis of this research uses the SPSS program independent samples t-test with the results of the value of️= 4.818and siq of 0.013 (less than 0.05), then the conclusion is the result of the value of basic biomedical science with online learning methods is higher than offline learning.
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Yanan, Ye. "Curriculum Evaluation in Online Learning: A Mixed-methods Approach". Lecture Notes in Education Psychology and Public Media 36, n.º 1 (15 de janeiro de 2024): 157–63. http://dx.doi.org/10.54254/2753-7048/36/20240452.
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This paper presents a curriculum evaluation of an online learning program using a mixed-methods approach, which combines quantitative and qualitative methods and tools, and integrates their data and findings. The paper aims to answer the research question: How effective is the online learning program in achieving its intended goals and outcomes, and what are the factors that influence its quality and effectiveness? The paper concludes that the online learning program was effective in achieving its intended goals and outcomes, and that the factors that influenced its quality and effectiveness were the satisfaction, engagement, achievement, and retention of the students who completed the online learning program. The paper also demonstrates the benefits and challenges of using a mixed-methods approach for curriculum evaluation in online learning, and provides valuable insights and feedback for the online learning program and its stakeholders. The paper also acknowledges the limitations and implications of the study, and suggests some recommendations for practice, policy, and future research in the field of online learning and curriculum evaluation.
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Shani, Lior, Tom Zahavy e Shie Mannor. "Online Apprenticeship Learning". Proceedings of the AAAI Conference on Artificial Intelligence 36, n.º 8 (28 de junho de 2022): 8240–48. http://dx.doi.org/10.1609/aaai.v36i8.20798.
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In Apprenticeship Learning (AL), we are given a Markov Decision Process (MDP) without access to the cost function. Instead, we observe trajectories sampled by an expert that acts according to some policy. The goal is to find a policy that matches the expert's performance on some predefined set of cost functions. We introduce an online variant of AL (Online Apprenticeship Learning; OAL), where the agent is expected to perform comparably to the expert while interacting with the environment. We show that the OAL problem can be effectively solved by combining two mirror descent based no-regret algorithms: one for policy optimization and another for learning the worst case cost. By employing optimistic exploration, we derive a convergent algorithm with O(sqrt(K)) regret, where K is the number of interactions with the MDP, and an additional linear error term that depends on the amount of expert trajectories available. Importantly, our algorithm avoids the need to solve an MDP at each iteration, making it more practical compared to prior AL methods. Finally, we implement a deep variant of our algorithm which shares some similarities to GAIL, but where the discriminator is replaced with the costs learned by OAL. Our simulations suggest that OAL performs well in high dimensional control problems.
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Abbas, Uzair, Memoona Parveen, Ambreen Ashfaque, Ramlah Naz, Sidra Zaheer e Zaheer Amjad. "Online versus Traditional Learning: Outcomes of First Online Learning Experience". Pakistan Journal of Medical and Health Sciences 15, n.º 9 (30 de setembro de 2021): 2248–50. http://dx.doi.org/10.53350/pjmhs211592248.
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Aim: To evaluate the learning outcomes of first experience with online learning in a medical college in Pakistan. Study design: Retrospective cross-sectional study Place and duration of study: Dow University of Health Sciences, Karachi, Pakistan from 1stJanuary 2021 to 30th May 2021. Methodology: This study compared the module exam scores of pre-clinical first-year MBBS students of the year 2019 (group A) and year 2020 (group B). Group A was taught in 2019 through the traditional method of teaching while group B was taught online in 2020. Results: The mean score of group B online teaching was significantly higher than that of group A, studied through the traditional method in all three modules, foundation module, locomotor module, and blood module. Group B secured a significantly higher mean score than that of group A with a significant p-value of <0.001, 0.043, and 0.001respectively. Conclusion: The score gained by online learners using virtual teaching methods was significantly higher than those who were taught by traditional method. The results of this study imply that using online educational teaching and learning can lead to the promotion of educational level and enhancement of score levels in students. Keywords: Online learning, Traditional learning, Medical education
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Dona Fitriawan. "THE EFFECT OF ONLINE LEARNING USING ONLINE MEDIA ON LEARNING ACHIEVEMENT". Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika 5, n.º 1 (11 de fevereiro de 2022): 1–9. http://dx.doi.org/10.30605/proximal.v5i1.1546.
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The purpose of this study was to determine the effect of online learning using online media on learning achievement. This type of research uses quantitative descriptive methods and the subjects of this research are 4th semester students at STKIP Kumala Lampung Metro which is conducted online. In this study, the online media used included applications such as Google Classroom, WhatsApp and YouTube. The results of this study indicate that the t-count value for online media is 4.012 with a significance level of 0.001, the online media variable has a positive and significant effect on the t-count value (4.012) > t table (2.101) and significant value (0.001) <0.05 . So it can be concluded that there is a significant influence between online media variables (X) on learning achievement (Y)
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Kankevičiūtė, Eglė, Milita Songailaitė, Bohdan Zhyhun e Justina Mandravickaitė. "LITHUANIAN HATE SPEECH CLASSIFICATION USING DEEP LEARNING METHODS". Automation of technological and business processes 15, n.º 3 (12 de setembro de 2023): 20–29. http://dx.doi.org/10.15673/atbp.v15i3.2621.
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The ever-increasing amount of online content and the opportunity for everyone to express their opinions online leads to frequent encounters with social problems: bullying, insults, and hate speech. Some online portals are taking steps to stop this, such as no longer allowing user-generated comments to be made anonymously, removing the possibility to comment under the articles, and some portals employ moderators who identify and eliminate hate speech. However, given the large number of comments, an appropriately large number of people are required to do this work. The rapid development of artificial intelligence in the language technology area may be the solution to this problem. Automated hate speech detection would allow to manage the ever-increasing amount of online content, therefore we report hate speech classification for Lithuanian language by application of deep learning.
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Hwang, Alvin. "Online and Hybrid Learning". Journal of Management Education 42, n.º 4 (14 de maio de 2018): 557–63. http://dx.doi.org/10.1177/1052562918777550.
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Online and hybrid learning research in business and management education has grown in the 21st century. This curated collection of articles highlights some emerging themes, including online/virtual teamwork and learning outcomes, importance of instructor and student interactions, research methods in this area, and future research direction. Ongoing works by early pioneers in the business and management education online and hybrid learning area, such as Ben J. Arbaugh, have helped draw interest into this research area. This set of articles should further grow that interest.
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Han, Yong, Wenjun Wu, Lijun Zhang e Yu Liang. "Online Blended Learning in Small Private Online Course". Applied Sciences 11, n.º 15 (31 de julho de 2021): 7100. http://dx.doi.org/10.3390/app11157100.
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In this work, we studied the online blended learning model of computer network experimentation, focusing mainly on the problem of traditional network experiments being limited by location and time, and explore the applicability of the small private online course (SPOC) advanced teaching concepts to computer network online experiment teaching. Based on the structure of a combination of virtual and real, real and not virtual, an online network experiment platform and management system has been designed and constructed, enabling students to carry out remote online computer network hardware experiments anytime and anywhere, without being restricted by time, space, or content. Using the online network experiment platform, we can organize the experimental modules and knowledge points via the SPOC course concept, by developing online network experimental content, modularizing and fragmenting of the experiments, creating the pre-experimental explanation and experiment preview videos, and evaluating the assignments via peer grading to analyze students’ learning behavior. By exploring online network experimental teaching methods and management models, offering experimental guidance in an interactive manner, and highlighting the openness and sharing characteristics of online experimental teaching platforms, we can improve the utilization rate for teaching resources, and provide ideas for applied scientific research methods.
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Yu, Yongtae. "Study of Reading Study Methods Using Online-learning Tools". Journal of Humanities and Social sciences 21 11, n.º 6 (30 de dezembro de 2020): 2425–34. http://dx.doi.org/10.22143/hss21.11.6.171.
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Mittal, Veena, e Indu Kashyap. "Online Methods of Learning in Occurrence of Concept Drift". International Journal of Computer Applications 117, n.º 13 (20 de maio de 2015): 18–22. http://dx.doi.org/10.5120/20614-3280.
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Riley, Nigel R. "Methods for evaluating critical learning using online discussion forums". Technology, Pedagogy and Education 15, n.º 1 (março de 2006): 63–78. http://dx.doi.org/10.1080/14759390500435770.
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Wang, Shuo, Leandro L. Minku e Xin Yao. "Resampling-Based Ensemble Methods for Online Class Imbalance Learning". IEEE Transactions on Knowledge and Data Engineering 27, n.º 5 (1 de maio de 2015): 1356–68. http://dx.doi.org/10.1109/tkde.2014.2345380.
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Lu, Jing, Doyen Sahoo, Peilin Zhao e Steven C. H. Hoi. "Sparse Passive-Aggressive Learning for Bounded Online Kernel Methods". ACM Transactions on Intelligent Systems and Technology 9, n.º 4 (21 de fevereiro de 2018): 1–27. http://dx.doi.org/10.1145/3156684.
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Dizon, Arniel Ching O., Siyu An, Arnold A. Lubguban e Galen J. Suppes. "Online quiz methods for remedial learning in chemical engineering". Education for Chemical Engineers 23 (abril de 2018): 18–24. http://dx.doi.org/10.1016/j.ece.2018.04.001.
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Kawęcka, Anna, Wojciech Bryliński, Manjunath Omana Kuttan, Olena Linnyk, Janik Pawlowski, Katarzyna Schmidt, Marcin Słodkowski, Oskar Wyszyński e Jakub Zieliński. "NA61/SHINE online noise filtering using machine learning methods". Journal of Physics: Conference Series 2438, n.º 1 (1 de fevereiro de 2023): 012104. http://dx.doi.org/10.1088/1742-6596/2438/1/012104.
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Abstract The NA61/SHINE is a high-energy physics experiment operating at the SPS accelerator at CERN. The physics program of the experiment was recently extended, requiring a significant upgrade of the detector setup. The main goal of the upgrade is to increase the event flow rate from 80Hz to 1kHz by exchanging the read-out electronics of the NA61/SHINE main tracking detectors (Time-Projection-Chambers - TPCs). As the amount of collected data will increase significantly, a tool for online noise filtering is needed. The standard method is based on the reconstruction of tracks and removal of clusters which do not belong to any particle trajectory. However, this method takes a substantial amount of time and resources. A novel approach based on machine learning methods is presented in this proceedings.
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Li, Jing, e Chi-Hui Wu. "Determinants of Learners’ Self-Directed Learning and Online Learning Attitudes in Online Learning". Sustainability 15, n.º 12 (10 de junho de 2023): 9381. http://dx.doi.org/10.3390/su15129381.
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The global COVID-19 pandemic has disrupted traditional learning methods, leading to a surge in online learning. It has been found that the low course completion and performance are associated with online learning. There has been increasing and urgent necessity to identify effective and decisive ways to address these challenges. Self-directed learning and online learning attitudes are key factors that influence learning behavior and outcomes, while the general traditional statistical method often does not perform well in identifying those categories. To fill the gap, this study applies the fuzzy Delphi method and the fuzzy decision-making trial and evaluation laboratory (DEMATEL) method to clarify and analyze the relationship of influence among indicators of self-directed learning and online learning attitudes, develop a cause–effect model, and ultimately identify an effective and decisive strategy for improving online learning. According to the cause–effect relationship among indictors, the computer/smartphone and internet confidence, computer/smartphone usage, and computer/smartphone preference are the three decisive strategical ways for online learning. To improve learners’ attitudes towards online learning, teachers need to develop or improve students’ computer/smartphone and internet confidence, computer/smartphone usage skills, and develop their self-directed learning abilities to inspire and increase their willingness and ability to participate effectively in online courses. Moreover, this study first applies the fuzzy DEMATEL method to assess, analyze and develop a causal model of self-directed learning and online learning attitudes for academics to further explore and confirm the complex interrelationships among the key learning behaviors of online learners.
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Fadli, Arif, e Scholastica Theresia Susilowati. "THE EFFECTIVENESS OF PROBLEM-BASED LEARNING WITH THE SIMULATION LEARNING METHODS ONLINE PHYSIOTHERAPY: SYSTEMATIC REVIEW". Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 12, n.º 1 (16 de março de 2023): 69. http://dx.doi.org/10.22146/jpki.60525.
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Background: Problem-based learning (PBL) experiences face-to-face learning barriers for students due to natural disasters and the spread of disease. PBL requires innovation in the learning methods. This study purposed to summarize the existed literature data on the effectiveness of PBL with the simulation learning methods of online physiotherapy on students' knowledge aspects and skill competencies.Methods: Systematic review of research studies of randomized control trials, case-control studies, non-randomized control trials, and cohort studies of article search results on the Pubmed database, Google Scholar, Willey Online Library, Ovid, Science Direct. Researchers used qualitative descriptive data analysis.Results: 9 articles were included in the qualitative descriptive data analysis stage. 9 (100%) articles describe online physiotherapy simulation learning that is effective for increasing students' knowledge. 6 (66.7%) articles describe online physiotherapy simulation learning that is effective for increasing the competence of students' skills. 5 (55.6%) articles that describe operational guidelines for online physiotherapy simulation learning. Online physiotherapy simulation learning has the strength of learning methods for students in the aspect of flexibility in access to learning, low risk of patient-free learning, and audiovisual learning materials that are relevant to the needs of students. Meanwhile, online physiotherapy simulation learning has a disadvantageous learning method for students in terms of achieving depth of learning and limited learning support facilities.Conclusion: Problem-based learning with the simulation learning method of online physiotherapy is effective in increasing the knowledge and skill competence of students.
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Butler, Thomas J., e Genevieve Pinto-Zipp. "Students' Learning Styles and Their Preferences for Online Instructional Methods". Journal of Educational Technology Systems 34, n.º 2 (dezembro de 2005): 199–221. http://dx.doi.org/10.2190/8ud2-bhfu-4pxv-7alw.
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In an attempt to serve online students' needs, several questions were asked: Is there a dominant learning style of students in online courses? Is there a preferred method of online instruction? Is there a relationship between learning styles and the preferred method of online instruction? A two-part survey was administered to all graduate students enrolled in SetonWorldWide. Part A consisted of the Gregorc Learning Styles Delineator (GSD) and Part B consisted of demographic questions and a Likert scale focusing on the rating of online instructional methods. Subjects ( N = 96) displayed varied learning styles with dual learning styles (56.2%) representing the largest group. Subjects demonstrated strong preferences for asynchronous log-ons (99%), a high degree of interaction within the course, and noted a high degree of satisfaction with their online programs (95%). Convenience was the most frequent reason reported (92%) for selecting a Web course. The strongest preferences were noted for instructional activities emphasizing convenience, time management, and interactivity. Correlation analysis between students' learning styles scores and six online instructional methods revealed several significant relationships which were inconsistent with personality traits. It was found that students enrolled in online education because of the convenience, displayed a dual learning style, and favored individual assignments and threaded discussions.
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Musyrifah, Sri. "Communication Improvement Strategies Through Methods Online Learning “Asyncronous and Synchronous”". Palakka : Media and Islamic Communication 2, n.º 2 (31 de dezembro de 2021): 165–72. http://dx.doi.org/10.30863/palakka.v2i2.2911.
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This study discusses the Strategy of Improving Communication Through Online Learning Methods “Asynchronous and Synchronous". The purpose of this research is to describe the communication methods used in improving the quality of online learning and to explain the advantages and challenges of using online communication methods to the effectiveness of the learning process. This research is library research or library research. This research explores asynchronous learning methods and synchronous methods. Library research or library research is a series of activities related to methods of collecting library data, reading, and recording and managing library collection materials. The results of the study indicate that the Asynchronous learning method is a learning communication method where students can interact with each other with the material provided at the time they specify, while the synchronous method refers to a learning or teaching process that occurs simultaneously through an electronic mode. Keywords: Communication; Online learning; Asyncronous and synchronous.
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Anderson, Lisa C., e Kathleen E. Krichbaum. "Best practices for learning physiology: combining classroom and online methods". Advances in Physiology Education 41, n.º 3 (1 de setembro de 2017): 383–89. http://dx.doi.org/10.1152/advan.00099.2016.
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Physiology is a requisite course for many professional allied health programs and is a foundational science for learning pathophysiology, health assessment, and pharmacology. Given the demand for online learning in the health sciences, it is important to evaluate the efficacy of online and in-class teaching methods, especially as they are combined to form hybrid courses. The purpose of this study was to compare two hybrid physiology sections in which one section was offered mostly in-class (85% in-class), and the other section was offered mostly online (85% online). The two sections in 2 yr ( year 1 and year 2) were compared in terms of knowledge of physiology measured in exam scores and pretest-posttest improvement, and in measures of student satisfaction with teaching. In year 1, there were some differences on individual exam scores between the two sections, but no significant differences in mean exam scores or in pretest-posttest improvements. However, in terms of student satisfaction, the mostly in-class students in year 1 rated the instructor significantly higher than did the mostly online students. Comparisons between in-class and online students in the year 2 cohort yielded data that showed that mean exam scores were not statistically different, but pre-post changes were significantly greater in the mostly online section; student satisfaction among mostly online students also improved significantly. Education researchers must investigate effective combinations of in-class and online methods for student learning outcomes, while maintaining the flexibility and convenience that online methods provide.
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Solomon, Darius Gnanaraj, Grace Rebecca Polavarapu, Preethi Sheba Hepsiba e Edison Gundabattini. "Innovative Online Teaching and Learning Methods for a Post-Pandemic Period". Journal of Engineering Education Transformations 38, n.º 3 (30 de janeiro de 2025): 21–33. https://doi.org/10.16920/jeet/2024/v38i3/24242.
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Abstract :Information and communication technology (ICT) tools have been widely used in teaching and learning during the past two decades. ICT tools enhance, support, and optimize the delivery of information. ICT tools improve teaching methods and enhance effective student learning. During the COVID-19 pandemic period, online teachinglearning methods helped teachers and students carry out teaching-learning effectively while following the guidelines prescribed by the health department for preventing the spread of the disease. The recently implemented competency-based medical education system (CMBE) in India uses e-learning as a key tool for self-directed learning. The National Medical Commission (NMC), the leading organisation in charge of medical education in India, has acknowledged the value of online learning. Many online collaboration tools for students, as well as teaching tools for teachers, are described in this paper. Innovative online learning methods are illustrated with schematic graphics showing their inter-relations. Multiple approaches to effective learning are discussed in detail. The challenges experienced by teachers and students during online teaching andlearning are presented. It is shown that the innovative use of open educational resources (OER), massive open online courses (MOOC), and YouTube videos by teachers and students produce synergy in the online teaching-learning process. The way forward in the post-pandemic era and case studies from various higher education institutes in India are discussed. Keywords - Digital Learning, Collaborative Tool, Learning Environment, Learning Resources, Effective Learning, Team-Based Learning, Health Professional
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Mahmud, Amir, Nurdian Susilowati e Puji Novita Sari. "Assessment methods and learning styles for learning satisfaction: the role of self-efficacy". International Journal of Evaluation and Research in Education (IJERE) 13, n.º 6 (1 de dezembro de 2024): 3752. http://dx.doi.org/10.11591/ijere.v13i6.29757.
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<span>This study aimed to determine the effect of assessment methods and learning styles on online learning satisfaction with self-efficacy as a moderating variable. The study surveyed 228 students from the accounting education major program at a public university in Indonesia. The collected data was analyzed using descriptive statistics and moderation regression analysis (MRA). The results showed that the assessment method and learning styles affected student learning satisfaction. In addition, this study also found that self-efficacy moderated the effect of the assessment method and learning styles on student learning satisfaction. This finding suggests that lecturers can use online assessment methods that are based on student interest so that students can enjoy learning in class and increase the level of satisfaction students can increase. Not only that, but the assessment process will also be a success if the faculty supports every technical source to make online learning run smoothly. Furthermore, when students have self-efficacy when choosing their specific learning style during the assessment process, their satisfaction with online learning will increase. The current study contributes to the existing body of knowledge by stressing that assessment and learning methods are significantly helpful in students’ satisfaction-related self-efficacy.</span>
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Hokianto, Hugo Fostin. "Online Course as a Part of Online Learning: A Review of Its Learning-Teaching Methods, Perspectives, and Potentialities". International Journal of Business, Humanities, Education and Social Sciences (IJBHES) 5, n.º 2 (30 de novembro de 2023): 67–75. http://dx.doi.org/10.46923/ijbhes.v5i2.281.
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The need for a resilience business is rising as the world has entered the post-pandemic era. Every change made during the pandemic restriction has been reverted, and some changes are irreversible, as they already become a part of people's lives. Although the pandemic is over, education has to continue to teach people, and there is a demand for people who want to learn new skills or soft skills for work or to be productive. Online course offers a solution for people in learning, as it is a part of e-learning and online learning. Many people have taken the initiative to be involved in the online course, making revenues. This paper’s purpose is to give insights about online courses as a part of online learning, and the effect it can have in education from methods, perspectives, and potentials it has. Hence, this paper explains three main points: 1) Explaining the learning method in online courses, 2) Understanding the differences between E-Learning and traditional teaching, and 3) the Potential of Online Courses. This paper uses a qualitative descriptive research design, using a literature review to collect data. The results of this paper gave a more refined definition of E-Learning and Online Courses and described the differences in learning methods, with asynchronous learning consisting of Massive Open Online Courses and YouTube and synchronous learning consisting of webinars and subscription-type online courses; students interested in E-Learning according to survey with instructors pointing out advantages and disadvantages, and potentials in selling MOOCs in Udemy, Youtube, paid webinars, and subscription-type online course paid monthly or annually.
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Al Soub, Tarik Faris. "Vocational education teachers' usage of the E-learning methods in Jordan". Cypriot Journal of Educational Sciences 17, n.º 6 (30 de junho de 2022): 1871–87. http://dx.doi.org/10.18844/cjes.v17i6.7483.
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Online learning was mandatory and only available option during COVID-19 outbreak. One of challenging in online learning is vocational Education. The current study aims to analysis the current use of e-learning in vocational education in schools at the south of Jordan. The study design is cross-sectional survey study. The survey includes assessment of teachers’ skills, and schools’ readiness. The instrument was validating. A total of 118 teachers were participated in the study. There were moderate-high levels of teachers’ skills in using online learning in vocational education. The level of teachers’ skills was related to the level of education, and years of experience. The main challenges in online vocational education were at the used e-learning systems, and limitations in online facilities. The study provides a set of recommendations to improve Vocational Education. In conclusion, the online learning was suitable in vocational education at the school education levels.
Keywords: e-learning methods; teaching vocational; Vocational teachers; COVID-19; school education
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Chen, Xiaojuan, e Huiwen Deng. "Research on Personalized Recommendation Methods for Online Video Learning Resources". Applied Sciences 11, n.º 2 (15 de janeiro de 2021): 804. http://dx.doi.org/10.3390/app11020804.
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It is not easy to find learning materials of interest quickly in the vast amount of online learning materials. The purpose of this study is to find students’ interests according to their learning behaviors in the network and to recommend related video learning materials. For the students who do not leave an evaluation record in the learning platform, the association rule algorithm in data mining is used to find out the videos that students are interested in and recommend them. For the students who have evaluation records in the platform, we use the collaborative filtering algorithm based on items in machine learning, and use the Pearson correlation coefficient method to find highly similar video materials, and then recommend the learning materials they are interested in. The two methods are used in different situations, and all students in the learning platform can get recommendation. Through the application, our methods can reduce the data search time, improve the stickiness of the platform, solve the problem of information overload, and meet the personalized needs of the learners.
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Karpliuk, Svitlana, Iryna Moyseyenko, Tetiana Lysenko, Olena Moroz e Oksana Protas. "The role of ICT in education: Comparing virtual and traditional learning methods". Multidisciplinary Reviews 8 (18 de dezembro de 2024): 2024spe068. https://doi.org/10.31893/multirev.2024spe068.
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With the development of information and communication technologies, online learning has become critically important, especially in the COVID-19 pandemic, which requires rapid adaptation of educational systems to new conditions. The article aims to compare the effectiveness of online and offline learning modes in developing students' key competences and identify the advantages and disadvantages of each approach to optimise educational processes in modern conditions.To conduct a comparative analysis of online and offline learning modes, data was collected from 80 students divided into two groups: traditional (20 first and 20 fourth-year students) and online (20 first and 20 fourth-year students). The analysis showed that online learning has a positive effect on students' academic achievement (d = 0.77) and motivation (d = 0.69) due to access to resources and flexible schedules and less pronounced improvements in technical (d = 0.28) and organisational (d = 0.33) skills. Instead, social skills (d = 0.03) develop more slowly due to the limited interaction between students and teachers in the online environment. Online learning is more effective in improving student performance and motivation. A comparative analysis of offline and online education modes has shown that offline learning contributes to developing social and communication skills but complicates ensuring student motivation. In contrast, online learning improves the quality of learning outcomes and professional skills through access to platforms and flexible learning schedules. However, it may reduce social skills due to limited interaction. The choice between modes of learning should consider students' educational goals and needs, and the integration of ICT can create a more effective learning environment.
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Susanty, Yunni. "Comparative Study Management Of Training (MOT) Between Blended Learning And Fully Online Learning Methods". Jurnal Wacana Kinerja: Kajian Praktis-Akademis Kinerja dan Administrasi Pelayanan Publik 24, n.º 2 (23 de novembro de 2021): 24. http://dx.doi.org/10.31845/jwk.v24i2.697.
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The COVID 19 pandemic also has an impact on the education and training aspects of the State Civil Apparatus. MOT training in Puslatbang PKASN LAN, which was originally carried out by blended learning in 2019, has been changed to fully online learning in 2020, as an effort to reduce the spread of the COVID 19 virus. The purpose of this study is to find out whether there are differences on the learning outcomes between MOT participants in 2019, which attended by 30 people, and MOT participants in 2020, which attended by 25 people. Data processing and analysis techniques in this study using quantitative methods. The statistical test used is the non-parametric statistical test using the Mann Whitney U test. The sampling technique used was total sampling, where all members of the population were used as samples. The results revealed that there was no difference in the learning outcomes of MOT participants between those using the blended learning method and those using the fully online learning method. Based on this information, fully online learning is very possible to be applied. Nevertheless, the Training Institution must pay attention to the availability of facilities and infrastructure that support the learning process electronically. Also, the limited interaction between lecturers and participants when doing online learning should be balanced with the ability of lecturers to convey material with technology-based learning techniques. In this case, the roles of all parties will determine the optimal achievement of the fully online learning process.
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Jin, Bo, Zhongliang Jing e Haitao Zhao. "EVD Dualdating Based Online Subspace Learning". Mathematical Problems in Engineering 2014 (2014): 1–21. http://dx.doi.org/10.1155/2014/429451.
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Conventional incremental PCA methods usually only discuss the situation of adding samples. In this paper, we consider two different cases: deleting samples and simultaneously adding and deleting samples. To avoid the NP-hard problem of downdating SVD without right singular vectors and specific position information, we choose to use EVD instead of SVD, which is used by most IPCA methods. First, we propose an EVD updating and downdating algorithm, called EVD dualdating, which permits simultaneous arbitrary adding and deleting operation, via transforming the EVD of the covariance matrix into a SVD updating problem plus an EVD of a small autocorrelation matrix. A comprehensive analysis is delivered to express the essence, expansibility, and computation complexity of EVD dualdating. A mathematical theorem proves that if the whole data matrix satisfies the low-rank-plus-shift structure, EVD dualdating is an optimal rank-kestimator under the sequential environment. A selection method based on eigenvalues is presented to determine the optimal rank k of the subspace. Then, we propose three incremental/decremental PCA methods: EVDD-IPCA, EVDD-DPCA, and EVDD-IDPCA, which are adaptive to the varying mean. Finally, plenty of comparative experiments demonstrate that EVDD-based methods outperform conventional incremental/decremental PCA methods in both efficiency and accuracy.
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Desirizta Sari Steviani. "PRESENTASI INTERAKTIF DALAM PEMBELAJARAN DARING". Ekasakti Jurnal Penelitian & Pengabdian 1, n.º 1 (9 de dezembro de 2020): 153–62. http://dx.doi.org/10.31933/ejpp.v1i1.211.
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Online learning or known as online learning is part of e-learnings. In doing online learning,interactive presentations are needed. Interactive presentations can be created by involvingEducation and Training participants as well as two-way communication between theFacilitator and participants. To realize interactive presentations in online learning must besupported bya variety of learning methods using a variety of available applications. Themethods that can be used for interactive presentations in online learning are lectures,question and answer, discussion, brainstorming and evaluation methods. This methodbecomesinteresting when supported by using the Collud Meeting Zoom, Slido, Jamboard,Padlet and Quizizz applications.
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Zhang, Zhidong. "A Mixed Methods Design for Assessing Physics Learning in the Online Learning Environment". Journal of Education and Development 6, n.º 2 (14 de maio de 2022): 1. http://dx.doi.org/10.20849/jed.v6i2.1142.
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This study explored a Bayesian assessment model for physics students in motion learning. The simulated data was applied in examination of the Bayesian assessment model, The study used a mixed-methods design. The exploratory sequential model was developed based on a motion learning student model, which was a structured data collection template. The combination of the student model and the Bayesian network model provided an assessment tool for assessing physics students’ learning in a dynamic process. The study reported that there were three different patterns for a physics student motion learning: lower performance, middle performance, and higher performance. In each pattern, the students may have different performance combinations of the twelve bottom components. These are shown in Figure 4 and used to collect students’ performance data.
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Masni, Harbeng. "Learning with Online Learning Methods During the Covid-19 Period and the Psychol". International Journal of Social Science, Innovation and Educational Technologies 2, n.º 8 (1 de janeiro de 2021): 295–306. http://dx.doi.org/10.54603/iss.140.
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