VARIASI ANATOMI JENIS Sargassum DI PANTAI CAMPLONG MADURA

Wisanti, Wisanti; Indah, Novita Kartika; Kurniati, Ida

doi:10.24123/jst.v3i2.2279

Cited by 1 publication

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“…The concept of 'No student left behind' speaks to ensuring that students who have not received the requisite tuition, or those students who need additional teaching and learning support, are afforded equal opportunities to achieve academic success, especially during the lockdown period. This call came after online learning had been proposed as a viable solution given the devastating effects of COVID-19 [6][7][8]. The "No student left behind" concept is also a call to educational institutions, among others, to put measures in place to adequately support students.…”

Section: Introductionmentioning

confidence: 99%

No Student Left Behind: Students’ Experiences of a Self-Paced Online Learning Orientation in Undergraduate Studies during COVID-19 Pandemic

Mshayisa

Ivala

2022

Education Sciences

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The rapid transition to remote online learning modality during the COVID-19 pandemic forced traditional brick-and-mortar universities to implement student support mechanisms to ensure that student learning is not impaired. This paper presents data derived from a study aimed at investigating students’ perceptions of a self-paced online learning orientation (OLO) in an undergraduate Food Science and Technology course. To elicit student responses, a mixed-method survey with a five-point Likert scale and open-ended qualitative questions was conducted via the Blackboard learning management system (LMS). In this study, participants reported having access to the LMS: using smartphones (66.3%), followed by a laptop with a webcam (38.55%), and a laptop with no webcam (26.51%). The participants also felt that it was easy to navigate (M = 3.95 ± 0.88) the OLO course, and they were able to locate the required content (M = 3.83 ± 1.03). Furthermore, results also showed that participants expressed a high commitment to accessing the LMS and reviewing course announcements (M = 4.72 ± 0.57) and kept up to date with the course activities (M = 4.58 ± 0.70) after completing the OLO. Therefore, the authors suggest that using a learner-centered OLO with authentic learning activities that mimic course activities is crucial to online students’ success in online learning. These findings have significant implications for educators who intend to re-design their courses and enhance remote online learning experiences for students.

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Section: Introductionmentioning

confidence: 99%