Environmental Design, Personality, and Online Learning

Stone, Nancy J.

doi:10.1177/1541931218621269

Cited by 5 publications

(7 citation statements)

References 22 publications

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“…The fact is that online learning is different from face-to-face learning in which face-toface learning allows human psychological contacts in the learning process (Lalima & Dangwal, 2017) and from direct social interaction which is happening in the classroom (Shand & Farrelly, 2017) that helps students to build their knowledge in learning (Hurst, Wallace, & Nixon, 2013). Although online learning has the advantage of providing flexible learning in terms of time and place as long as they are connected to the internet (Lu & Vela, 2015;Luo, Pan, Choi, & Strobel, 2017;Stone, 2018;Vanslambrouck, Zhu, Lombaerts, & Philipsen, 2018), online learning cannot provide a sense of this direct psychological and social interaction.…”

Section: Introductionmentioning

confidence: 99%

Online Learning Readiness of Junior High School Students in Denpasar

Dwiyanti

Pratama

Manik

2020

IEE Ind. J. Eng. Edu.

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The Covid-19 pandemic has caused learning to be carried out online. Not all students, however, are ready for online learning. This study aims to examine the level of readiness of eighth-grade students at a junior high school through an explanatory sequential mixed method design consisting of quantitative and qualitative phases. Student readiness for online learning in this study was reviewed from five dimensions: self-directed learning, motivation for learning, computer/internet self-efficacy, learner control, and online communication self-efficacy. The Online Learning Readiness Scale (OLRS) survey proposed by Hung (2010) with a five-point-Likert scale was used to collect quantitative data. The data were analyzed quantitatively, and the level of readiness was measured utilizing the e-learning readiness assessment model suggested by Aydin and Tasci (2005). Follow-up interviews were then held to support the quantitative data. The results showed that the majority of students entered the level of "ready but needs a few improvements". However, there was one item in the dimension of self-directed learning that was included in the level of "not ready needs some work". The implication of this study is the need to encourage students to actively communicate in online learning, especially for shy students.ABSTRAKPandemi Covid-19 menyebabkan pembelajaran dilakukan secara online. Namun, tidak semua siswa siap dengan pembelajaran online. Penelitian ini bertujuan untuk menguji tingkat kesiapan siswa kelas VIII sebuah sekolah menengah pertama melalui penelitian explanatory sequential mixed method yang terdiri dari tahap kuantitatif dan kualitatif. Kesiapan siswa untuk pembelajaran online ditinjau dari lima dimensi: pembelajaran mandiri, motivasi belajar, efikasi diri komputer / internet, kontrol peserta didik, dan efikasi diri komunikasi online. Survei Online Learning Readiness Scale (OLRS) yang digagas oleh Hung (2010) dilengkapi dengan skala Likert lima poin digunakan untuk mengumpulkan data kuantitatif. Data kemudian dianalisis dengan menggunakan analisis deskriptif kuantitatif dan tingkatannya diukur dengan model penilaian kesiapan E-learning yang dikemukakan oleh Aydin dan Tasci (2005). Wawancara kemudian dilakukan untuk mengumpulkan data guna mendukung data kuantitatif. Hasil penelitian menunjukkan bahwa secara keseluruhan siswa memasuki level “siap, tetapi perlu sedikit perbaikan”. Namun, ada satu item dalam dimensi pembelajaran mandiri yang termasuk dalam tingkat "belum siap, perlu peningkatan". Implikasi dari penelitian ini adalah perlunya mendorong siswa untuk aktif berkomunikasi dalam pembelajaran online, khususnya bagi siswa yang pemalu.

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Section: Introductionmentioning

confidence: 99%

Online Learning Readiness of Junior High School Students in Denpasar

Dwiyanti

Pratama

Manik

2020

IEE Ind. J. Eng. Edu.

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“…Evaluation design is very important in every mastery-based learning experience; the ability to use face-to-face and digital evaluation tool can be strong or "complicated" depending on the pattern of thinking of the learning designer. Even though the educator does not control the learning environment online, it is very important to understand way of delivery, learners" characteristics, and different environmental aspect to interact and influence learning in order to make it run effectively (Stone, 2018).…”

Section: Figure 7 Types Of Learning Materialsmentioning

confidence: 99%

Multilevel Design in the Implementation of Blended Learning in Nonformal Education Unit

Shantini

Hidayat

Oktiwanti

et al. 2021

Journal of Nonformal Education

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CLC as one of the non-formal educational institutions affected by the COVID 19 outbreak must organize online teaching and learning activities under government instructions as an effort to prevent transmission of the COVID 19 pandemic. Lack of experience in conducting online learning makes institutions confused about running the learning process due to educators and managers' limited ability to implement online education. It is necessary to study more deeply what learning strategies CLCs should carry out during the pandemic period. The approach used in this study was a mixed-method with 10 CLC respondents spread across West Java. From the findings in the field, learning at CLC during the pandemic was still ongoing. Tutor only used message applications for delivering learning material and evaluation process. They do not even implement it in the online learning management system. For this reason, CLC can pilot a multilevel blended learning system model. The implementation of the model system starts from institutional management, program management, to learning management by tutors.

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“…Considering environmental color, blue or green environments might be beneficial for creative tasks (Elliot & Maier, 2014). Performance was highest on an online tutorial when green or white drapes were hung in a windowless room; however, green drapes covering a window resulted in low performance (Stone, 2018). As Kaplan (1995) suggested that nature could be restorative, it is possible that exposure to the color green or plants could be related to better online performance.…”

Section: Online Learning Environmentmentioning

confidence: 99%

Understanding Learning Environments, Personality, and Proctoring During Mandatory Remote Delivery

Stone

2021

Proceedings of the Human Factors and Ergonomics Society Annual

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To evaluate students’ online learning environments, the relationship between personality and online learning success, and students’ perceptions about online proctoring during mandatory remote delivery due to the pandemic, students responded to an online survey. Learning environments generally included houses and rarely included on-campus housing. The specific room type was predominantly the bedroom. Only conscientiousness was related positively to anticipated semester GPA. The positive relationship between anticipated and overall GPA supports the notion that more conscientious students tend to be successful in online learning situations, as online education was rated as slightly ineffective. A majority of students did not see a need for online proctoring due to the inability or time required to search for materials, which would only harm one’s performance. There is a need to research further the impact of the study environment, relationship of the students’ personality to learning success, and consequences of online proctoring during remote learning.

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Environmental Design, Personality, and Online Learning

Cited by 5 publications

References 22 publications

Online Learning Readiness of Junior High School Students in Denpasar

Online Learning Readiness of Junior High School Students in Denpasar

Multilevel Design in the Implementation of Blended Learning in Nonformal Education Unit

Understanding Learning Environments, Personality, and Proctoring During Mandatory Remote Delivery

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