Online learning: Students’ autonomy and attitudes

Octaberlina, Like Raskova; Muslimin, Afif Ikhwanul

doi:10.18355/xl.2021.14.01.04

Cited by 11 publications

(16 citation statements)

References 11 publications

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“…In a study on university students by Baru, Tenggara, and Mataram (2020), online learning was favored in terms of developing autonomy in learning. Octaberlina and Afif (2021) support the opinion that learners' attitudes were a big contribution to their learning autonomy characteristics. In a study by Luu (2022), university students in Ho Chi Minh City, Vietnam, just have a moderate level of readiness for online learning due to a lack of "self-directed learning ability" (p. 220).…”

Section: Students' Autonomysupporting

confidence: 66%

Improving Non-Majored Freshmen's Speaking Fluency in the E-learning Environment through the MS-Teams

Phan¹,

Ho²,

Nguyen³

2022

ijte

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Although online learning is a must in EFL teaching contexts nowadays, not all freshmen can make progress from it, especially in the English speaking skill. Therefore, this study aims to explore freshmen's online learning difficulties in English speaking skills and find out the solutions. The study involved about 120 non-English majors at some universities, including Nong Lam University, Banking University of Ho Chi Minh City, Industrial University of Ho Chi Minh City, Ho Chi Minh City University of Social Sciences and Humanities, Vietnamese National University - School of Medicine, International University, and Van Lang University in answering a questionnaire. The results showed that learning online does not bring more progress in English speaking skills than the offline learning mode. The results further indicated that although the students are familiar with the online learning mode, they still have problems during their learning, especially with their concentration and interaction. Findings are hoped to contribute to a better understanding of non-English majors' difficulties in the online environment. Then, a solution of adopting Miro integrated into Microsoft Teams is suggested to partly help enhance the students- students' interaction to increase the students' progress in speaking skills when learning online.

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Section: Students' Autonomysupporting

confidence: 66%

Improving Non-Majored Freshmen's Speaking Fluency in the E-learning Environment through the MS-Teams

Phan¹,

Ho²,

Nguyen³

2022

ijte

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“…Teachers' perceptions, attitudes and motivation are directly related to their readiness for technology-integrated classrooms (Zamir & Thomas, 2019). However, students felt disappointed with their teachers' limited digital knowledge and online pedagogic capability, which compromised a smooth learning experience (Octaberlina & Muslimin, 2020;Vandeyar, 2020). While complete adaptation is called for, Kellerman (2021) argued against the burden placed on teachers' shoulders to rapidly adjust to online learning and transformed all materials and assessments instantly, while simultaneously jumping onto the bandwagon of becoming content creators to assist students' learning.…”

Section: Discussionmentioning

confidence: 99%

“…Online learning seems to be the way forward under the circumstances, but there are issues. Students from the lower socioeconomic background, rural areas and developing countries often encounter difficulty securing digital gadgets and maintaining a good internet connection at all times (Alatas & Redzuan, 2020;Octaberlina & Muslimin, 2020). Nevertheless, students reported readiness and satisfaction in online learning instructions (Chung et al, 2020;Mohd Yasin et al, 2020;Selvanathan et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

University Students’ Perceptions of Motivation, Attitude, and Self-Efficacy in Online English Language Learning

Kasuma

Akhiar

Haron

et al. 2021

JSSH

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The study examines university students’ perceptions of their motivation, attitude, and self-efficacy in online English proficiency classes. Existing research indicate that these individual differences directly affect learning especially during the period of online instructions; as students may suffer from the feeling of isolation and loneliness, being far away from an immediate learning community. A set of questionnaire score was created from the adaptation of five existing surveys to measure the individual differences. It was distributed to 270 participants via convenient sampling at a university in Malaysia. The results of this study demonstrate the students’ perception of a strong self-efficacy of their digital and technical ability in managing, completing, and submitting English language tasks via online medium. Relatedly, students perceive a high positive attitude and decent motivation for online English learning. Furthermore, the students demonstrate a preference for a synchronous session, which is linked to forming a community of learners as an academic support system. The findings are discussed in relation to human factors and pedagogy. It considers students’ needs for engaging sessions, and teachers’ limitations in creating content while emphasising creative and fun language activities.

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“…The response in interview also depicts their confidence to use technology as it shares benefits in term of time and space. Octaberlina and Muslimin (2021) states that technology enables students to decide their preferable time and place to study. Moreover, students' show positive attitude toward the implementation of online learning during pandemic era.…”

Section: Readiness In the Aspect Of Technology Skillsmentioning

confidence: 99%

Scrutinizing university students’ online learning readiness and learning achievement

2022

pegegog

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This study aims to determine the level of student online learning readiness (OLR) and scrutinize its correlation with students' learning achievement (LA). To achieve this goal, a quantitative correlational design study was conducted. The participants of this study were fifty-six students joining Islamic Philosophy course (IPC) in a first semester of academic year 2021/2022 at an English Education Department in a public university in West Nusa Tenggara, Indonesia. To collect the data, the researchers administered OLR questionnaire and documented students' final test score in IPC. In the present study, this score was considered as LA. Moreover, a semi structured interview was conducted to confirm findings obtained from OLR questionnaire administration. The data were analyzed quantitatively using SPSS 23 for getting the descriptive statistic of OLR level and the variables' correlation score. Then, descriptive thematic analysis was done for the interview data. The results showed that students' OLR level was in ready with improvement level as indicated by the average OLR score of 3.65. However, students mentioned some challenges during OL such as unstable internet connection, inconducive learning environment, and inability to be multitasker. This study revealed that students' OLR had very strong correlation to LA as shown by r=0.085, sig=0.000. Henceforth, this study implied the need for teachers and educational institutions to help students to be ready for joining the new learning system. However, this study promotes improvement for future investigation due to its limited variables and samples.

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Online learning: Students’ autonomy and attitudes

Cited by 11 publications

References 11 publications

Improving Non-Majored Freshmen's Speaking Fluency in the E-learning Environment through the MS-Teams

Improving Non-Majored Freshmen's Speaking Fluency in the E-learning Environment through the MS-Teams

University Students’ Perceptions of Motivation, Attitude, and Self-Efficacy in Online English Language Learning

Scrutinizing university students’ online learning readiness and learning achievement

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