The Effectiveness of Online Learning Methods During the Covid-19 Pandemic

Purwaamijaya, Iskandar Muda; Masri, Rina Marina; Purwaamijaya, Btari Mariska

doi:10.2991/assehr.k.210203.093

Cited by 5 publications

(3 citation statements)

References 4 publications

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“…The results of this study indicate that there is an increase in knowledge in group A and group B after being given training with online and blended methods with p value = 0.000. Research result Purwaamijaya et al (2021), stated that the online learning method does make learning easier, however, the effectiveness of the online learning method is strongly influenced by the various challenges that must be faced so that students can continue to study well in difficult situations like this. This online learning method is expected to facilitate learning so that the material presented can be easily understood through improving the quality of online learning platforms and increasing the capacity and discipline of lecturers as their commitment as teaching staff.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of knowledge and skills after online simulation interventions and blended learning are given

Sandra,

Ahsan,

Yuliatun

2023

jika

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In the 4.0 industrial revolution era, clinical learning has been developed through online learning and blended learning. There needs to be an analysis of the effectiveness of this learning method on nursing students. This study aimed To determine the effectiveness of online and blended method training in improving knowledge and skills of Cardiopulmonary Resuscitation (CPR) in nursing students. The study design of this study is quasi experimental, where the groups are non-randomized into group A and group B and selected randomly. The educational intervention included a theoretical session on CPR and demonstration plus hands-on practice. Nurses' knowledge was measured using a self-administered questionnaire pre-and post-intervention, and a checklist form for assessing skills. Data were analyzed using repeated measure analysis univariate, bivariate and multivariate analysis. The results showed that the knowledge score in group A was 1.35±0.93 which was higher than the increase in the knowledge score in group B of 1.15±0.93. And skills in group A of 3.70±2.67 are lower than the increase in the skill score of group B of 5.00±1.89. Obtained a p-value greater than 5% (0.228 > 0.050) indicating that simultaneously there was an insignificant difference between the 2. It can be concluded that both methods are equally effective in increasing the variable scores.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of knowledge and skills after online simulation interventions and blended learning are given

Sandra,

Ahsan,

Yuliatun

2023

jika

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“…Further, large-scale surveys on online teaching during COVID-19 revealed certain problems that largely restrict the effectiveness of online foreign language learning ( Boonchuayrod and Getkham, 2019 ), such as poor communication between teachers and students, students’ weak autonomous learning ability, insufficient student participation ( Kahu and Nelson, 2018 ; Chen and Cao, 2020 ; Yang et al, 2020 ), and students falling into the virtual absence state of “online but not studying” ( Zeynali et al, 2019 ). Therefore, many scholars have discussed how to improve foreign language learning ( Guo et al, 2022 ), and posited that learning motivation ( Ramkissoon et al, 2020 ; Purwaamijaya et al, 2021 ; Pan et al, 2022 ), willingness ( Menéndez et al, 2018 ; Widayanti and Suarnajaya, 2021 ), and learning input ( Habok and Magyar, 2018 ; Hou, 2018 ; Huang et al, 2018 ) are key factors in facilitating college students’ foreign language learning. Some scholars have argued that the online technology and teaching methods teachers use, as well as their interactions with students, are important factors affecting foreign language learning for college students ( Çankaya, 2018 ; Martin et al, 2019 ; Cai, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

COVID-19 online teaching intervention and learning performance of college foreign language students

Zou

2023

Front. Psychol.

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This quasi-natural experimental study examined an online teaching intervention implemented in response to COVID-19 in China in 2020. It applied the difference-in-difference model to examine the impact and path of the intervention on students’ learning performance of a college foreign language (LPCFL). Based on data from records of withdrawing and changing courses, classroom learning, and teaching evaluations; a questionnaire survey of teachers and students; and relevant school documents during the last seven terms, the results indicated that the online teaching intervention could significantly improve students’ LPCFL. This finding remained robust after adopting a placebo test approach to mitigate possible endogeneity issues. Additionally, this study also conducted a group test through sub-sample regression based on students’ discipline characteristics and intervention organization methods. The results showed that the students who participated in the intervention significantly improved in the three disciplines: humanities was most significantly affected, science and engineering were least significantly affected, and economics and management were in the middle. A range effect was observed for organizational methods. The two downward transmission methods by college teaching management terms had significant positive effects, whereas the other two methods of downward transmission by college student management had significant negative effects. An analysis of the action mechanism indicated that the online teaching intervention mostly improved LPCFL through two channels: students’ learning input and learning support. Overall, these findings not only help expand the research framework on macro environmental intervention policy and micro-learning behavior but also have implications for the in-depth understanding of the real learning effect of online learning interventions for college students and their design in the post-COVID-19 era.

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“…In an effort to prevent the spread of covid-19, the government recommends stopping activities that have the potential to cause crowds, one of which is by shifting the direct learning process at school to online learning so that students are encouraged to study at home. This aims to prevent the spread of covid-19 which can be transmitted by students in schools (Purwaamijaya, Masri, & Purwaamijaya, 2021). The feeling of stress that students face when facing online learning can be seen from the responses of students who are uncomfortable affirming, difficult signals, limited quota and difficult networks in their area of residence (Moore, Dickson-Deane, & Galyen, 2011;Yulia, 2020).…”

Section: Introductionmentioning

confidence: 99%

Mindfulness based therapy intervention for reducing stress among students In senior high school during covid19 outbrake

Amalianita¹,

Ifdil

2021

COUNS-EDU

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This study aims to analyze the level of stress and the effect of mindfulness based therapy in reducing stress in senior high school students. The subjects in this study were thirteen students in conditions of severe stress. This research method uses single subject research (SSR) with research design A-B-A. In determining the increase in stress, the DASS scale measurement model instrument was used. Furthermore, the data were analyzed with non-parametric statistics using the Wilcoxon signed rank test. The results showed that before being given mindfulness based stress therapy the students were in the heavy category. Then, after treatmen of mindfulness based therapy, the students' stress levels decreased. Based on the results of the wilxocon test, it was also found that there was a decrease in student stress before and after being given mindfulness based therapy. Thus, it can be concluded that mindfulness based therapy is effective in reducing stress levels in students during the Covid19 outbrake

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The Effectiveness of Online Learning Methods During the Covid-19 Pandemic

Cited by 5 publications

References 4 publications

Effectiveness of knowledge and skills after online simulation interventions and blended learning are given

Effectiveness of knowledge and skills after online simulation interventions and blended learning are given

COVID-19 online teaching intervention and learning performance of college foreign language students

Mindfulness based therapy intervention for reducing stress among students In senior high school during covid19 outbrake

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