A Study on Student's Perception towards Online Classes and Effectiveness in Enhancing Active Participation and Communication Skills

Ganeser, Asha Nair

doi:10.13189/ujer.2020.082231

Cited by 8 publications

(7 citation statements)

References 20 publications

(20 reference statements)

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“…The students that like submitting assignments through Google Forms said that it was easier for them to do it online since they don't need to go to campus which will save their expenses. A previous study by Ganeser (2020) also showed that students are more comfortable when submitting assignments online rather than offline. There are only 30% of the students found a bit problem when submitting an assignment using Google Forms, most of the problems come from their internet connection which takes a little longer to upload the assignment's file.…”

Section: Questionmentioning

confidence: 85%

Students' Perceptions of the Use Google Form in the Online Learning Process

Fauziyah,

Lutviya,

Fatmasari

et al. 2023

NaCoLET

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Online learning or e-learning is a way to deliver lessons from teachers to learners that take place remotely rather than in conventional classroom. One of the tool that use in online learning is google form. Teachers usually used it to assess students' abilities, taking the attendance, and surveys. This research aims to determine students' perception regarding the use of google form in online learning at semester 3 English Education Department of IKIP PGRI Bojonegoro. To find out students' perception regarding the use of google form in online learning this research use qualitative method to collect the data and using questionnaire as a research instrument. The research findings showed that students have a good perception towards the use of google form in online learning specifically for submitted assignments, filled in the attendance list, and surveys.

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Section: Questionmentioning

confidence: 85%

Students' Perceptions of the Use Google Form in the Online Learning Process

Fauziyah,

Lutviya,

Fatmasari

et al. 2023

NaCoLET

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“…Lack of specificity regarding online experience and choice to study online: Evidence suggests that online learning becomes more effective when it is more familiar to students (Fructuoso, Albó and Beardsley, 2022 [43]; Richardson and Ice, 2010 [44]). Students in later years of their higher education journey may have more readiness for online or flipped learning (Hao, 2016[45]).…”

Section: The Limitations Of This Body Of Researchmentioning

confidence: 99%

“…In addition, several of the included studies find positive student perceptions about flipped learning for skills development (Fructuoso, Albó and Beardsley, 2022 [43]; Latorre-Cosculluela et al, 2021 [89]; O'Flaherty and Phillips, 2015 [22]; Rodríguez et al, 2019 [90]).…”

Section: Flipped Learning Compared To In-person Learningmentioning

confidence: 99%

“…Many of the included studies point to students' ability to self-regulate as a critical success factor for the development of higher-order thinking skills online ( (Anwar and Muti'ah, 2022 [91]; Stephen and Rockinson-Szapkiw, 2021 [92]; Cortázar et al, 2022[93]; Iqbal et al, 2021[94]; Karatas, 2021 [95]; Nussbaum et al, 2020[82]; Ekahitanond, 2013 [96]; Fructuoso, Albó and Beardsley, 2022 [43]). For example, one of these studies found that self-directed learning skills (understood as self-control, motivation, self-confidence, and selfmonitoring) predicted readiness for online learning (with an effect size of 0.39) and differences in self-regulation skills may be one reason that online learning can result in uneven outcomes (Karatas, 2021[95]).…”

Section: Student Self-regulation Motivation and Persistencementioning

confidence: 99%

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Fostering higher-order thinking skills online in higher education

2024

OECD Education Working Papers

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This scoping review examines the effectiveness of online and blended learning in fostering higher-order thinking skills in higher education, focussing on creativity and critical thinking. The paper finds that whilst there is a growing body of research in this area, its scope and generalisability remain limited. Current evidence suggests that, for most students and contexts, in-person learning yields better or equivalent outcomes for higher-order thinking skills than fully online learning. However, blended and flipped learning show promise. In some cases, they may be more effective than in-person learning to develop higher-order skills. The review aims to be of use to higher education practitioners by synthesising, for the first time at such a scale, the diverse literature on what supports students to develop these skills online. This has been linked to active and interactive online learning, well-structured project-based learning, disciplined questioning, students labelling relevant dimensions of their thinking, and regular, quality instructor and peer feedback. The review calls for improved research design to understand the effectiveness of different modes of learning and address gaps in the literature, which include fostering creativity online and ensuring equitable online skills development across disciplines and teaching contexts. Policy implications include the need to integrate attention to higher-order thinking skills into professional learning, innovation funds, national networks and quality assurance to support effective online teaching of these skills across higher education systems.

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“…It is widely claimed that active learners' participation in the classroom facilitates both the acquisition of knowledge and skills (Pustika & Wiedari, 2019). When a learner becomes active in their learning, it allows the learner to go beyond the role of a passive listener and note taker in the lesson which allows the learner to direct and initiate their learning during the learning period in the classroom (Ganeser, 2020). Hence, to enable this to take place, an educator comes into the picture.…”

Section: Active Participation In Reading Tasksmentioning

confidence: 99%

Utilising Explicit Teaching of Metacognitive Strategies in Honing Reading Skills among ESL and EFL Learners: A Review

Rajasagaran¹,

Ismail²

2022

IJARPED

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Reading has always been considered challenging by language learners. In line with this notion, many studies suggest that effective instructional approaches should be utilised to help these learners to improve their reading skills. Past studies have shown that one such potential instructional approach is the explicit teaching of metacognitive strategies in pursuit of aiding language learners to improve their reading skills. However, there are limited reviews that depicts the present studies which portrays the effectiveness of explicit teaching of metacognitive strategies for reading skills especially in ESL and EFL context. Therefore, this paper sought to fill in the gap by presenting a review of related published studies that researched on explicit teaching of metacognitive strategies to hone ESL and EFL learners' reading skills. 23 research studies were analysed in this review. The studies researched on explicit teaching of metacognitive strategies to English as a Second Language (ESL) learners and English as a Foreign Language (EFL) learners between the year 2016 to 2022 were selected from two different online databases, Google Scholar, and Educational Resources Information Centre (ERIC). The findings derived from the review outlined the effectiveness of utilising the teaching of metacognitive strategies explicitly that are higher achievement in reading tasks, self-regulated learning, active participation in reading tasks and motivation in reading. Furthermore, this review also revealed that the teaching of planning before reading, monitoring while reading and evaluating before reading should be supplemented as metacognitive strategies in reading lessons. This study proposes that further research should be carried out to investigate the challenges that are encountered by educators in teaching metacognitive strategies to ESL and EFL learners and as well as the challenges faced by these learners in absorbing the knowledge of metacognitive strategies taught to them.

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A Study on Student's Perception towards Online Classes and Effectiveness in Enhancing Active Participation and Communication Skills

Cited by 8 publications

References 20 publications

Students' Perceptions of the Use Google Form in the Online Learning Process

Students' Perceptions of the Use Google Form in the Online Learning Process

Fostering higher-order thinking skills online in higher education

Utilising Explicit Teaching of Metacognitive Strategies in Honing Reading Skills among ESL and EFL Learners: A Review

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