Enhancing Learning Effectiveness by Using Online Learning Management System

Gunawan, Imam; Hui, Lim Kim; Ma’sum, M. Anwar; Sukawati, Nadya Nanda

doi:10.1109/icet51153.2020.9276553

Cited by 16 publications

(11 citation statements)

References 5 publications

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“…Few studies have looked at the effectiveness of online learning in the context of the pandemic. Regarding the effectiveness of online learning, the attention has been on how to enhance the effectiveness of e-learning through improvement in content presentation, e-learning technology and interactivity of e-learning environment (see Gunawan, Hui, Ma'sum, & Sukawati, 2020;Nguyen, Tangworakitthaworn, & Gilbert, 2020;Pee, 2020). Wang, Zhang, & Chen (2021) however looked at the role of students-specific and institutional specific factors on the effectiveness of e-learning.…”

Section: Introductionmentioning

confidence: 99%

Perceived Effectiveness of Online Teaching and Learning of Accounting during COVID-19 Pandemic and Its Influencing Factors

Inusah¹,

Debrah²

2021

IJLD

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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.

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Section: Introductionmentioning

confidence: 99%

Perceived Effectiveness of Online Teaching and Learning of Accounting during COVID-19 Pandemic and Its Influencing Factors

Inusah¹,

Debrah²

2021

IJLD

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“…The ability to teach is an essential ability that must be possessed by a teacher, because the main task of the teacher is to teach. The thing faced by teachers is dynamic students, both as a result of internal dynamics that come from students and as a result of environmental dynamics that more or less affect students [38]- [44]. Therefore, the teaching ability of teachers must be dynamic as well, as a result of the inevitable demands of student dynamics [45]- [48].…”

Section: Discussionmentioning

confidence: 99%

Design and Testing of Teacher Professional Development Models Focusing on the Optimization of Teachers’ Teaching Ability in the Era of Asean Economic Communities and New Normal

Hadi¹,

Imron²,

Wiyono³

et al. 2021

Advances in Social Science, Education and Humanities Research

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The Covid-19 pandemic, which is still ongoing, has changed the way various sectors work, including the education sector. Teachers are required to carry out online teaching which has affected the teacher's teaching competencies that must be possessed. The ability to teach teachers in various conditions must continue to be developed so that student outcomes also continue to increase. This study aims to examine the model of teacher professional development that focuses on optimizing teacher teaching skills in the era of the ASEAN Economic Community and the new normal. Teachers, school principals, and school supervisors in Malang City, Indonesia, and students at the Universitas Negeri Malang became respondents in this study. The research procedure used is the development steps proposed by Baker and Schutz (1971). Data were collected by open and closed questionnaires. The results conclude that the teacher development model developed is effective in order to improve the teaching ability of teachers. Our findings are discussed in the context of teacher professional development to improve teacher teaching skills.

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“…A key consideration that affects all of the aforementioned modern day learning environments is the origin of the internet, advances in software, networking and the development of technology that can be used to support and deliver training and education. There have been a number of recent studies that have examined the effectiveness of online mediums and shown that they can successfully improve student outcomes and motivation if used well ( Clark and Mayer, 2016 ; Gunawan et al, 2020 ; Ma et al, 2017 and Purba, 2020 ). U.K Policing has not been unaffected by these advances and they have sought to position themselves to take advantage of the new enablers.…”

Section: Literature Reviewmentioning

confidence: 99%

Emerging results on the impact of COVID-19 on police training in the United Kingdom

Halford¹,

Youansamouth

2022

The Police Journal: Theory, Practice and Principles

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The emergence of COVID-19 impacted teaching across the globe and this study is the first to examine the impact it had on the delivery of training within policing by seeking to address how police services in the United Kingdom adapted their delivery during the pandemic. The study achieves this by focussing on 3 aims (1) How did police services in the United Kingdom adapt delivery of training and education during the COVID-19 pandemic? (2) What was the impact of the adaptations? For example, what worked and what did not? (3) What can be done in preparedness for future significant interruptions in police training and education? In pursuing these aims, the study identifies reliance on predominately pedagogic approaches such as increased use of the National Centre for Applied Learning Technologies (NCALT), instructor led power-point presentations and pre-recorded material, undermining engagement and motivation towards training amongst officers. Discussion outlines proposals for improving present police training and in future pandemics.

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Enhancing Learning Effectiveness by Using Online Learning Management System

Cited by 16 publications

References 5 publications

Perceived Effectiveness of Online Teaching and Learning of Accounting during COVID-19 Pandemic and Its Influencing Factors

Perceived Effectiveness of Online Teaching and Learning of Accounting during COVID-19 Pandemic and Its Influencing Factors

Design and Testing of Teacher Professional Development Models Focusing on the Optimization of Teachers’ Teaching Ability in the Era of Asean Economic Communities and New Normal

Emerging results on the impact of COVID-19 on police training in the United Kingdom

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