Examining Learner Agency in Online Teaching

Prakasha, G. S.; Sarah, H. Hasham; Hemalathaa, K. Y.

doi:10.13189/ujer.2020.081216

Cited by 3 publications

(3 citation statements)

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“…Students across neurotypes described how they appreciated being able to study at their own pace, wherever and whenever was most convenient. Research indeed suggests that a higher level of agency improves students’ learning experience in online learning, though it is unclear whether it positively impacts their learning performance [ 64 , 65 ]. In addition, not having to commute to go on campus reduced their level of tiredness, also making it easier overall to study.…”

Section: Discussionmentioning

confidence: 99%

Neurodiversity and cognitive load in online learning: A focus group study

Le Cunff,

Giampietro,

Dommett

2024

PLoS ONE

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It is widely accepted that cognitive load plays a crucial role in online learning. However, despite neurodevelopmental conditions being the largest category of qualifying disabilities in education, and the rise of online learning, there is little understanding of the factors impacting cognitive load in online learning for neurodivergent students and how these factors differ from those affecting neurotypical students. This study used qualitative comparison groups with neurotypical and neurodivergent students to examine their experiences of cognitive load in online learning. A sample of 26 university students (14 neurotypical and 12 neurodivergent) participated in focus group discussions. While neurodivergent students reported many similar experiences of cognitive load in online learning compared to their neurotypical peers—such as confusion in navigating the content and technical issues—some difficulties were more present for neurodivergent students—such as transcripts including mistakes and inaccessible content presentation—creating additional barriers in effectively engaging with the educational content. The results suggest that neurotypical and neurodivergent students experience similar challenges, albeit to differing degrees of intensity, and that more research is needed to explore the relationship between neurodiversity and cognitive load in online learning.

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Section: Discussionmentioning

confidence: 99%

Neurodiversity and cognitive load in online learning: A focus group study

Le Cunff,

Giampietro,

Dommett

2024

PLoS ONE

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“…Learner agency has a dynamic process and varies in a different context (Schoon, 2018). It is another vital concern to study learner agency in a digital learning setting (Jaaskela et al, 2017) as it has a typical learning experience and presence (Prakasha et al, 2020). The results of this study could be valuable for practitioners and policymakers to design and develop more tailored instructions and policies in the field of Arabic online learning.…”

Section: Arabic Language Teaching In the Indonesian Contextmentioning

confidence: 87%

Agency in Online Foreign Language Learning Amidst the Covid-19 Outbreak

Albantani

Rahmadi

MADKUR

2022

Turkish Online Journal of Distance Education

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The coronavirus disease 2019 (Covid-19) outbreak has forced a sudden transition from face-to-face learning to online learning in higher education. This circumstance challenges university students to be more selfdirected in learning with relatively minimum assistance from their lecturers or peers. Therefore, it is becoming increasingly important to conduct a study on the issue of learner agency which remains little explored. The present study aimed at investigating the agency of first-year university students in online learning of Arabic as a foreign language. In particular, this study examines their intention, motivation, self-regulation and selfefficacy in online learning of Arabic delivered synchronously by using Google Meet and asynchronously by using Edmodo. An exploratory research method was employed in the study with the participation of 76 firstyear university students at an Islamic public university in Jakarta, Indonesia. Results of the study reveal that first-year university students have a relatively high intention, motivation, self-regulation and self-efficacy in Arabic online learning. Looking these findings into more detail, however, the students seem to have limited information and preparation to achieve their goals, are undermotivated to speak with native Arabic speakers, have shallow learning commitments, and are less likely to believe their performance. One of the practical implications that emerge from this study is to introduce first-year university students to a variety of strategies for learning Arabic in more self-directed ways, and this may be supported by lecturers as to not only delivering content but also promoting skills during their teaching practices.

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“…This rapid technological advancement integrates multimedia in the learning process based on the required context (Bennett, 2002;Chen & Chao, 2008;Fadzil, 2018;Irawati, 2015). Personal Computer (PC) presents interesting subject matter by entering features and navigation into the media; then, students can learn anytime and anywhere (Dwiyogo, 2018;Prakasha, Sarah, & Hemalathaa, 2020). The application of multimedia technology in a more effective, interactive, and qualified learning can provide a wider and more flexible learning environment, improve students' motivation and interest, increasing knowledge and quality of learning and understanding the material (Azar & Tan, 2020;Gunawardhana & Palaniappan, 2016;Nusir, Alsmadi, Al-Kabi, & Sharadgah, 2013;Septiani, Rejekiningsih, Triyanto, & Rusnaini, 2020;Wu & Tai, 2016).…”

Section: Governments and Education Systems Worldwide Have Viewed The ...mentioning

confidence: 99%

Adobe Flash CS6 to Develop Mathematics Learning Media for Plane Geometry

Farida

Hanum

Rahim

2021

Jurnal Didaktik Matematika

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Student can master the materials by doing the problems repeatedly. A media enables students work on varied random problems is necessary. This study aimed to provide valid, practical, and effective learning media. This research was a development research, involving 64 junior high school students in Yogyakarta. The instruments used in this study were expert validation sheets, questionnaires, and tests. The data was analyzed using a quantitative descriptive statistical analysis. Descriptive statistics was used to analyze data from students' tests. Meanwhile, descriptive qualitative was to describe the data of suggestions and comments from the validators for improvement. The results of expert validation for the media aspect achieved a very feasible category, while the material aspect also reached a very feasible category. Besides, the questionnaire results on student responses to learning media were also classified as a very practical category. The students' scores met the minimum criteria of mastery learning, meaning that the learning media achieved a very effective criterion. The results of this study imply that learning media can be used as an alternative in improving student learning outcomes.

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Examining Learner Agency in Online Teaching

Cited by 3 publications

References 0 publications

Neurodiversity and cognitive load in online learning: A focus group study

Neurodiversity and cognitive load in online learning: A focus group study

Agency in Online Foreign Language Learning Amidst the Covid-19 Outbreak

Adobe Flash CS6 to Develop Mathematics Learning Media for Plane Geometry

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