Modeling of Online Learning Strategies Based on Fuzzy Expert Systems and Self-Directed Learning Readiness: The Effect on Learning Outcomes

Abstract

This study proposes an online learning model based on fuzzy expert systems to recommend learning contents that are most appropriate for facilitating more efficient learning. The process used two computer applications which are Matlab for fuzzy analysis and the learning management system Moodle platform for online learning environment. Besides, considering the learner themselves by their self-directed learning readiness as the moderating variable in this study. To examine the learning strategies, we used aptitude treatment interaction for the learning model. Statistical analysis is used to examine the effect of this strategy and the students’ self-directed learning readiness on the learning outcomes. We found that students who are taught by online learning strategies based on fuzzy expert systems have better learning outcomes than students who are given traditional online learning strategies. Students who have high self-directed learning readiness have higher learning outcomes than students who have low self-directed learning readiness in both online learning strategies. Students who have low self-directed learning readiness are more appropriate to learn by the online learning strategies based on fuzzy expert systems to improve their learning outcomes

What means civic education in a digitalized world?

“…Simultaneously, self-directed learning allows for the selection of content according to people’s needs and interests in terms of content and style. These are high demands on learners, which can have a positive impact on their sense of self-efficacy and learning outcomes ( Toh and Kirschner, 2020 ; Lasfeto and Ulfa, 2023 ). For civic education practitioners, this means creating content that is truly relevant to their target audiences to ensure successful learning.…”

Continuance intention of digital education in traditional Indonesian higher education: Policy implication forward

“…When navigating the challenges of virtual learning implementation, understanding students' Online Learning Readiness, Attitudes, and Interests is crucial for tailoring effective online learning strategies (Reyes-Millá n et al, 2023;Hongsuchon et al, 2022;Lasfeto and Ulfa, 2022). These elements encompass a student's preparedness for virtual learning, perception of online education, and motivation to engage in online courses.…”

“…Online learning offers advantages over traditional classroom instruction, such as flexibility, convenience, and access to a broader range of courses (Manegre and Sabiri, 2020;Salas-Pilco et al, 2022;Sousa et al, 2022;Kang and Zhang, 2020). However, the effectiveness of online learning depends on several factors, including the readiness, attitudes, and interests of students (Reyes-Millá n et al, 2023;Hongsuchon et al, 2022;Lasfeto and Ulfa, 2022).…”

“…Another study, McIntyre et al (2023) found that students who had prior experience with online learning had more positive attitudes towards online learning than those who did not. Online learning interests refer to students' motivation to learn in an online environment (Lasfeto and Ulfa, 2022). This includes their interest in the subject matter, desire to learn new things, and overall motivation to succeed in online courses (Wei and Taecharungroj, 2022).…”

The Relationship between Synchronous and Asynchronous Learning and Self-Directed Learning in the Remote Teaching Environment

“…For all these reasons, SDL has become an area of increasing importance in twenty-first century teaching and learning. (Lasfeto & Ulfa, 2022) state that RTL requires learners to use additional tools that facilitate the sharing process such as negotiation and discusion and that students having a high degree of SDL will participate more actively in learning activities. However, McLoughlin, Cathereine, Northcote, and Mari (2017) suggest that teachers using IT in their classes should do so, not just to appear knowledgeable in these online tools, but rathere to ensure the tools are integrated using sound of pedagogical strategies that facilitate realistic exchange and dialogue with and among students.…”