The Effect of Distance Learning in an Online Learning Framework on Student Learning Independence during the Covid-19 Pandemic

Kusumaningrum, Desi Eri; Budiarti, Erika Mei; Triwiyanto, Teguh; Utari, Rahmania

doi:10.1109/icet51153.2020.9276564

Cited by 14 publications

(10 citation statements)

References 21 publications

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“…Putri, Muqodas, Sasqia, Abdulloh, & Yuliyanto (2020), for instance, scrutinized SRL of elementary school students through the concrete-pictorialabstract approach during the Covid-19 pandemic. Kusumaningrum, Budiarti, Triwiyanto, & Utari (2020) also examined the effect of distance learning in an online learning framework on the learning independence of students in elementary school students in the coastal and mountainous areas during the Covid-19 pandemic. Similarly, Hudaifah (2020) found that SRL affects students' problem-solving, learning outcomes, and mathematical connection abilities.…”

Section: Self-regulated Learning and Digital Learning Environment: Its' Effect On Academic Achievement During The Pandemicmentioning

confidence: 99%

Self-Regulated Learning and Digital Learning Environment: Its’ Effect on Academic Achievement During the Pandemic

Sutarni

Ramdhany

Hufad

et al. 2021

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The unprecedented changes in the education sector due to the recent pandemic demand teachers and students to adapt to new ways of learning via online platforms. A plethora of latest research has investigated various topics such as online learning platforms, online learning materials, and teacher/student perceptions; however, little is known about the link between online learning and achievement. Occupying this lacuna, this study specifically sought to examine the relationship between self-regulated learning (SRL), the digital learning environment, and student’ academic achievement during the pandemic. The population of this research was 1,800 students (freshmen, sophomore, junior, and senior class) enrolled for the Introduction to Management course at a state university in Bandung, Indonesia. Selected using a proportionate random sampling, 317 students participated as the respondents. The data were collected through questionnaire surveys, while the Structural Equation Model (SEM) was employed to analyze the interrelationship among the construct variables. The results of this study show that promoting SRL may affect the optimization of the digital learning environment and academic achievements. Students with better self-regulated learning ability can somehow optimize their digital learning environment and be more progressive in terms of academic achievement.

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Section: Self-regulated Learning and Digital Learning Environment: Its' Effect On Academic Achievement During The Pandemicmentioning

confidence: 99%

Self-Regulated Learning and Digital Learning Environment: Its’ Effect on Academic Achievement During the Pandemic

Sutarni

Ramdhany

Hufad

et al. 2021

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“…Different modes of learning have been envisaged, like hybrid or blended learning, where online and offline learning happen at the same time. Thus, it is safe to presume that online learning will not be completely abandoned but will continue to be in place as part of health measures or even to enhance independent learning, as several studies claim (Busa et al, 2020;Fatonia et al, 2020;Kusumaningrum et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Online ELT Research in Indonesia During the COVID-19 Pandemic Through the Community of Inquiry Framework

2022

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Aim/Purpose: This study attempts to provide a thorough review on online English Language Teaching (ELT) research in Indonesia during the COVID-19 pandemic, with the aim of presenting best practices of online ELT classes for the future blended or hybrid learning scenario. To operationalize the “best practices” of online learning, the Community of Inquiry framework was used as the guiding perspective. Background: There is a dearth of research employing a systematic review of English Language Teaching (“ELT”) practices in Indonesia carried out during the pandemic, with a view of synthesizing such practices. Such a review is deemed essential in order to provide a comprehensive description of good practices in online English classes, such as in terms of integrating technology into the ELT virtual classes, taking advantage of the experience gained from approximately more than two years of Emergency Remote Learning in the country. Methodology: This study employed the Research Review methodology, with PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) 2020 to guide the process. Database (Google Scholar and Scopus) search was conducted to find research articles in English on ELT during the pandemic in Indonesia, excluding those that are conceptual in nature. The final list of 94 articles was then coded using the categories in the Community of Inquiry (“CoI”) framework, namely, Teaching, Cognitive, and Social Presence. Inter-rater reliability was computed to assess the risk of bias of the two reviewers. The resulting data, in the form of pieces of “evidence” of the CoI categories, were tabulated and described. Contribution: This research has contributed to providing a synthesis of online ELT teaching practice in Indonesia during the pandemic, specifically in describing the way teachers enacted the Teaching, Cognitive, and Social Presence online through the use of technology. This paper also describes how such deployment of technology should be accompanied by a selective choice of activities and explicit guidance from teachers, as well as teachers’ supportive attitude. Consequently, this study is probably among the first to carry out a systematic review of emergency online ELT practice during the pandemic from the CoI perspective, addressing a methodological gap of extant online ELT systematic review studies. Findings: The results show that Teaching Presence constituted the highest number of pieces of evidence, with a caveat that the application of technology should be combined with clear instruction and task requirements. Next, Cognitive Presence needs to be fostered through activities that promote problem solving and critical thinking, such as online discussions, problem- or project-based learning, and self-reflection. Lastly, teachers need to make use of technologies to convey genuine concern for students and create a warm and friendly online environment as part of teaching activities that build Social Presence, although some affective expressions will need to be managed well to prevent some possible undesirable effects. Recommendations for Practitioners: English teachers in Indonesia, or elsewhere with a similar context to that in the country, can gain insights on the good practice of online learning in terms of teaching methods, media, platforms, assessments, etc. Besides, the online English teaching practices can also inform pre- and in-service teacher education programs, so as to provide technology integration training that has already been tried and empirically tested. Recommendation for Researchers: For future research, the seemingly fewer pieces of evidence found in Cognitive and Social Presence might be fertile ground for Indonesian ELT scholars to carry out research focusing on those aspects. Much research outside of Indonesia has been conducted around the theme of the application of CoI principles in online English classes, while only a few studies in this respect have been found in the Indonesian context. Impact on Society: The findings of this study may help inform educational policies with regards to blended/hybrid or restricted face-to-face meetings in schools. Future Research: This paper has contributed to exemplifying the application of CoI framework as a tool of systematic review in research. Hence, in view of the impending blended, hybrid, or limited face-to-face learning, this type of CoI-framed systematic review research can be replicated in the future to assess the effectiveness of such blended or hybrid teaching mode. Besides, future research could also inquire whether ELT teachers sustain the use of technology in the post-pandemic, on-site learning.

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“…Online learning requires a high degree of independence when studying because the independence carried out while studying has a positive effect on students' ability to carry out learning (Syelitiar & Putra, 2021). In addition, online learning is expected to focus more on the independence of students' learning in receiving, processing, and implementing the explanations received (Kusumaningrum et al, 2020). Self-regulated learning is a student's ability to carry out learning activities independently.…”

Section: Introductionmentioning

confidence: 99%

Self-regulated learning and problem-solving ability of elementary school students in fraction during online learning

Wulandari

Alyani

2022

jel

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Online learning for students requires high self-regulated learning to maximize problem-solving skills, especially in fractional material. However, elementary school students have not widely seen self-regulated learning and problem-solving abilities. Therefore, this study aimed to determine the relationship between self-regulated learning and problem-solving skills, especially on fractions in online learning in fifth-grade elementary school. This research is included in a quantitative study that uses a sample of fifth-grade students in an elementary school in Depok City. A sample of 122 students (N = 67 female, N = 55 male) was obtained using a non-probability sampling technique. Data collection techniques were carried out through the distribution of a self-regulated learning questionnaire with as many as 29 statements and a problem-solving ability test instrument with as many as eight questions. The data obtained were measured and analyzed using Rasch modeling and assisted by Winsteps software version 4.4.2. Furthermore, the correlation and Effect Size tests were carried out to determine the relationship and influence between variables. The results showed a significant and interrelated relationship between self-regulated learning and problem-solving ability. In other words, the higher the quality of independence in students, the higher the quality of problem-solving abilities they have, and vice versa. That way, it can encourage students to maximize self-regulated learning when learning online to help improve problem-solving skills in learning.

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The Effect of Distance Learning in an Online Learning Framework on Student Learning Independence during the Covid-19 Pandemic

Cited by 14 publications

References 21 publications

Self-Regulated Learning and Digital Learning Environment: Its’ Effect on Academic Achievement During the Pandemic

Self-Regulated Learning and Digital Learning Environment: Its’ Effect on Academic Achievement During the Pandemic

A Systematic Review of Online ELT Research in Indonesia During the COVID-19 Pandemic Through the Community of Inquiry Framework

Self-regulated learning and problem-solving ability of elementary school students in fraction during online learning

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