ONLINE LEARNING TOWARDS ECONOMIC STUDENTS A CASE STUDY: EFFECTIVENESS VS PSYCHOLOGICAL IMPACT

The implementation of online learning in public universities in Uganda has been received with mixed feelings by students despite the use of online technologies becoming the trend of learning as a result of the impact of COVID-19 on education. This study explores the experiences of students using technology for learning during the COVID-19 pandemic at Kyambogo University. We identified the online learning technologies used during the closure of public universities in Uganda, assessed students’ experiences using online learning technologies, and analysed students’ suggestions on how to optimise online learning during crises such as the COVID-19 pandemic. Using a case study design, data were collected from undergraduate and postgraduate students in the School of Education. The findings revealed that the technologies generally used for e-learning included Zoom, Google Meet, Google Classroom, WhatsApp, email, Telegram, and soft copy notes. The technologies largely offered positive learning experiences but there were challenges, including few lecturers using them, unstable internet connectivity, the high cost of accessing mobile internet and lack of appropriate technologies, phone call interruptions, unsolicited WhatsApp messages, and electricity interruptions. We concluded that a variety of technologies can be used to support online learning, that online teaching technologies offer positive outcomes despite associated challenges, and that optimising online learning to support students’ learning is imperative. It is recommended that university management should support lecturers and students to enhance their efficacy for increased uptake of online learning, make online learning more accessible to students and create a more conducive e-learning environment to realise these goals.

Prior to the Covid-19 pandemic, teaching and learning of accounting, especially in the developing world like Ghana, was mostly face-to-face rather than online. Amidst Covid-19, higher education institutions in developing countries abruptly switched from face-to-face to online learning. Mastering the theoretical and practical competencies of accounting at the higher education level requires deep learning. However, student interaction, engagement and practice are necessary factors for deep learning. Online learning however, may not provide authentic interaction and practice experiences as in face-to-face instruction. This paper examines students’ perception of the effectiveness of online mode of teaching and learning accounting during the school closure due to the Covid-19 pandemic. The aspects of online teaching and learning examined include content delivery, students’ interaction, and students’ engagement. Through survey approach, data was collected using questionnaire guides. It was found that students, in their opinion, are generally competent in basic computer and online skills, except in performing group task online. The students also inducted that access and quality of internet was not the best. Also, except for student engagement, students perceived online teaching, and learning of accounting as ineffective especially with regards to course interaction. The results indicates that gender, type of gadgets used as well as their interactions have no significant effect on students’ perception of the effectiveness of online teaching and learning of accounting. However, students’ perception of their computer and online communication skills, and access to quality internet have significant effect on students’ perception of effectiveness of learning accounting online. Therefore, to enhance the effectiveness of online mode of learning accounting in the future, stakeholders should prioritize students’ interaction, access to quality internet and students online learning competency.

The aim of this research is to reveal the effectiveness of online learning at the Universitas Terbuka and the effectiveness of hybrid learning at the Majapahit Islamic University. This research uses qualitative research with a descriptive approach. The researchers use survey and observation as data collection. The data that has been collected is analyzed using Miles and Huberman's interactive analysis techniques. The results of this research show that online learning and hybrid learning have a positive impact, namely (1) students are helped in learning activities, (2) students are helped in understanding the material provided by the lecturer, (3) students are more interested and can take part in online and hybrid learning well. (4) there are obstacles or limitations in terms of technology that disrupt students when doing online or hybrid learning, but the majority of students are not disturbed when doing online or hybrid learning. From the results of the research above, it can be concluded that in general online learning at the Universitas Terbuka and hybrid learning at the Islamic University of Majapahit have been running quite effectively. Keywords: Effectiveness; Online Learning; Hybrid Learning

After Covid-19 pandemic, online learning has become so important and urgent, while offline learning has become very much needed because of its role in shaping the character of students. This article aims to discuss opportunities and challenges in the implementation of online and offline learning in the Social Studies Teaching Material Development course. This research is qualitative research with a case study approach. Data collection techniques use data triangulation, namely data from interviews, observations and reflection sheets. The results show that online learning offers flexibility of time and place, accessibility to various digital learning resources, and the ability to document course materials more easily. However, the challenges faced include limited technology infrastructure, internet connectivity problems, and lack of face-to-face interaction that can reduce the quality of discussion and understanding of the material. On the other hand, offline learning provides more effective in-person interaction to build social and communication skills, as well as providing opportunities for hands-on practice. The main challenge in offline learning is the limited time and space, energy and costs incurred due to the distance between the learning space and the residence of students. The study concluded that a combination of these two methods, known as blended learning, can be an optimal solution to overcome the shortcomings of each method. The application of a blended learning model can increase the effectiveness and efficiency of learning in the Social Studies Teaching Material Development course by utilizing the advantages of both approaches. Therefore the result of this research are valuable insights for lecturers, students, and higher education managers in developing learning strategies that are adaptive and responsive to the challenges of the times.

Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study

The COVID-19 pandemic has forced universities to make a radical switch from face-to-face traditional teaching (TT) to completely online learning (OL). Thus, many studies proposed the proper OL environment for a specific subject and evaluated its effectiveness. However, few studies have empirically compared the proposed OL environment with TT to determine which has better learning effectiveness. More importantly, an OL environment and the self-regulated learning (SRL) ability of a student interactively influence the student’s learning effectiveness. However, few studies have investigated how an OL environment influences the learning behaviours of the students with different SRL abilities. Thus, the aims of this study were to compare the adopted hybrid OL environment with TT and examine how the hybrid OL environment individually influences students with different SRL levels. This study has three significant findings. First, students have better participation rate and work quality in the OL than in TT. Second, the high-SRL and middle-SRL students have higher work quality under the OL than under TT, while the middle-SRL and low-SRL students have higher participation rates under the OL than under TT. Third, while students overall do not particularly favour OL or TT, the middle-SRL students particularly prefer OL. Implications for practice or policy Educators could consider hybrid OL on software practice courses (e.g., Microsoft Office) and programming courses during the COVID-19 pandemic, because most students benefit more from OL than from TT. Educators could provide proper assistance for the low-SRL students under the hybrid OL, which could enhance their learning. Educators in a TT environment could consider giving students more private space to reduce disturbances, which could particularly benefit introverted students with high-SRL and middle-SRL.

World of education has also been affected by the Covid-19 pandemic. Since March 2020, all teaching and learning activities have been conducted online. This is separate homework for parents, students, and teachers. They must be able to adapt to advances in online learning technology. Even though it is running, online learning does not necessarily make subjects easily absorbed. Moreover, for elementary school age students who need direct guidance from teachers at school. In September 2020, the Ministry of Education and Culture held the Mengajar dari Rumah (MDR) program. The targets are PAUD-TK, SD/MI, and SMP/MTs students around the students' homes who are affiliated as teaching volunteers. The impact of this program is significant because students can study offline with volunteer teachers. This study uses a descriptive qualitative approach with data collection through observation, interviews, and literature study. The results of this study indicate that the teaching program from home greatly facilitates students in teaching and learning activities. This is because students can interact directly with the teacher (volunteer teaching) so that material that has not been understood during online classes can be reviewed offline. This effort is one of the government's ways in optimizing human resources (students) to contribute to the community around where they live. The benefits of this program are also felt by parents, some of whom are still unable to adapt to online learning and have not been able to teach their children material at school. Keywords: teaching, home, students

The Covid-19 pandemic almost stalled the face-to-face learning method in all institutions across the globe. Consequently, for learning to continue uninterrupted, there was a need to change teaching mode to online using social media and other platforms. This research aimed to examine the effectiveness of online learning during the Covid-19 pandemic and the challenges geography students faced in implementing this type of study. The research used a descriptive qualitative approach involving questionnaires designed to determine the implementation of online learning and the challenges encountered. The questions were structured through synthesizing various components of learning. Random selection was used to select 305 participants from various higher education institutions in the Aceh Region, Indonesia. The results indicated that online learning during the Covid-19 pandemic was effectively implemented. However, some challenges were encountered, including students who could not fully participate since they could not log in to the provided learning platforms. Furthermore, students from rural areas had poor internet connectivity besides the inability to buy internet quota. There were many instances of reported power supply failures, and this hindered online learning. Overall, learning geography during the pandemic was effective, though it had a fair share of challenges. The research also identified the need to develop an online learning model, teaching material, and multimedia in supporting geography-based online learning. 
 Keywords: Assessing; Effectiveness; Geography-based online learning; Covid-19; Higher education
 Copyright (c) 2021 Geosfera Indonesia and Department of Geography Education, University of Jember
 
 
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The world is fighting a pandemic named COVID-19. The world's health system, economical condition, education system are all in crisis today. The leaders are trying their best to deal with these crises when the doctors and the scientists are fighting that deadly virus. Education is considered the backbone of a nation. It has also been interrupted due to COVID-19. To crack this interruption the E-learning system (online classes) is playing an important role. However, how much students are coping with this system should be a major concern. Because the base of education depends on the learning rate and the satisfaction of a student. Therefore, the satisfaction towards the E-learning system (online classes) regarding physical and psychological impacts is very important. This paper represents the analysis of physical and psychological impacts and the satisfaction of students towards the E-learning system (online classes). The application of linear regression and classification algorithms are also included here to check and predict the satisfaction or dissatisfaction of a student which can be useful to build a model for instructors to determine whether their students are satisfied or dissatisfied.

Applying adaptive swarm intelligence technology with structuration in web-based collaborative learning

The COVID-19 pandemic led to an increase in the adoption of online teaching and learning. Several studies show that both students and lecturers benefit from online teaching and learning in cases where contact learning cannot take place. However, other studies reveal that some students face challenges during online teaching and learning, requiring them to develop coping mechanisms. Thus, the objective of this study was aimed at accentuating the coping strategies of students for online teaching and learning during the COVID-19 pandemic. A non-empirical research design was adopted for this study. Search engines such as ‘Google scholar were used to sample and review documents using keywords to source relevant data that is from 2002 to 2022. Data were analysed using inductive Thematic Content Analysis (TCA). The study's findings show that access to online teaching and learning is challenging for some students. It was also revealed that some students cope with the challenges of online learning and teaching by employing positive strategies such as seeking support while some students employ harmful coping mechanisms such as using drugs and alcohol to cope with the challenges they face during online teaching and learning. The underlined conclusion suggests that online teaching and learning should be accessible and support systems for students should be available. Mobilisation of resources that will help all students to participate in online teaching and learning is needed.

The continuity of learning programs during the COVID-19 pandemic found educational institutions, especially Madrasah Ibtidaiyyah (MI) temporarily closed the learning process in schools. To prevent the spread of COVID-19 that is currently engulfing Indonesia. Lack of preparation, readiness and learning strategies have a psychological impact on teachers and students. Declining quality of skills, lack of supporting facilities and infrastructure. Learning from home (online) is an effort by the government program to ensure the continuity of learning in the pandemic period. The research method uses participatory action research (PAR), which focuses on understanding social phenomena that occur in the community and mentoring efforts on the problems faced. The assistance effort is to help the children of MI Sulursewu, Ngawi in participating in online learning related to; 1). Preparation of activities, 2). Counselling participants offline method, 3). Offline activities method. Results of the study show that the mentoring activities following the target of achievement; first, the activity can be carried out following the schedule that has been set. Second, students are always on time for the online learning hours that have been set. Offline methods show that efforts can help ease the burden on parents, but can also make it easier for students to receive subject matter.

The ongoing online learning during the Covid-19 pandemic has become a separate catalyst for the development of education that utilizes technology in the current industrial 4.0 era. However, on the other hand, there are still many gaps in online learning during the Covid-19 pandemic. This research study aims to (1) explore the experiences of postgraduate students in online learning; (2) describe the negative impacts and barriers to online learning, along with strategies for dealing with them; and (3) observe the potential that emerges in the future after the Covid-19 pandemic can be overcome. This research is qualitative research with a type of case study. Data were collected through open questionnaires and interviews with participants of 30 postgraduate students of the Primary education study program, Yogyakarta State University. Data analysis was accomplished by examining themes and sub-themes in each topic discussed, then determining the correlation between the sub-themes to conclude. The results show that students have varied experiences throughout online learning during the Covid-19 pandemic. In addition, students also gain negative physical and psychological impacts, get obstacles concerning data reception, gadgets, interaction with lecturers, independent study, and learning activities during the Covid-19 pandemic. However, students also still have various strategies in dealing with the obstacles and negative impacts of Covid-19. Finally, online learning during the Covid-19 pandemic is giving potential as well as negative things in the future once it is resolved.

The COVID-19 pandemic created a risk to all educational system levels, ranging from primary to university grades, due to social restriction measures of isolation worldwide. Switching from the traditional educational system to Online Learning (OL) was challenging for many undergraduates due to the lack of Internet connectivity or digital devices and a suitable home study environment. Therefore, a survey study on a sample of 1069 undergraduates (78.5% female; Mage = 21.72; SD = 4.05) investigated the interrelation among psychological skills for managing learning habits and strategies, academic achievement, social interaction, and mental health problems during the COVID-19 pandemic was performed. Results showed a significant effect of the COVID-19 pandemic on study variables related to online learning due to individual differences in self-efficacy, academic motivation, and anxiety. Moreover, university students reported higher physical and mental health problems since the COVID-19 pandemic has had a significant psychological impact.

The COVID-19 pandemic has resulted in many schools rapidly rolled out online learning due to school closure or lockdown. This study assessed the online learning experience of 193 students in different universities of Rwanda during COVID-19. The reported main advantages of online learning revolved around the comfortability and self-responsibility in their studies. However, internet access and stability remained the biggest challenges. Respondents reported online learning not stimulating, lacked interactions with other students and with instructors, and they were distracted easily and had difficulty to maintain their discipline. Many students indicated they prefer in-person classes over online learning. Investment to provide students stable internet access and to training instructors to design more interactive and engaging online learning materials according to best practices could improve the students’ online experience. The use of blended online and in-person classroom learning to maximize students learning experiences and outcomes should be explored.