scholarly journals e-Learning readiness and perceived learning workload among students in an Indonesian university

2020 ◽  
pp. 18-29
Keyword(s):  
Developing Countries ◽  
Mental Workload ◽  
Learning Readiness ◽  
Physical Demand ◽  
Face To Face ◽  
Mental Demand ◽  
Significant Difference ◽  
E Learning ◽  
Face To Face Learning ◽  
High Level

e-Learning has been widely used in educational settings especially in developing countries like Indonesia. The purpose of this study was to investigate e-learning readiness among Indonesian university students and to compare students’ perceptions of their workload (including mental demand, physical demand, temporal demand, performance, effort, frustration, and sleepiness) in e-learning and classical learning settings. A survey was conducted with students in an Indonesian university. The results show that students have a high level of e-learning readiness. Mental workload is significantly higher in e-learning than in face-to-face learning. No significant difference in sleepiness was found between e-learning and face-to-face learning. The correlation between e-learning readiness and the mental workload was not significant. Implications of the results are discussed.

scholarly journals Marketing Management DIII Students' Distance Education Effectiveness For Citizens With Special Needs

2021 ◽  
Vol 1 (11) ◽  
Author(s):  
Rahma Nur Praptiwi ◽  
Maria Nino Istia ◽  
Kristin Lukitaningrum
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Face To Face ◽  
Online Lectures ◽  
E Learning ◽  
Face To Face Learning ◽  
High Level ◽  
Almost All

The existence of individuals with developmental and sensory disabilities (DIII MP-WNBK students) at the Jakarta State Polytechnic is a concern, especially when it is observed how they interact, the way they receive and attend lectures in class. So the situation that is completely online like this, becomes a challenge for them. The purpose of this study is to examine the effectiveness of distance education for MP-WNBK DIII students, and to explain efforts to improve their skills in accessing online lectures through the elearning.pnj.ac.id platform. This study uses an intervention method with a quantitative approach. The design of this research is a cross sectional study. The sample in this study was PS DIII MP-WNBK PNJ students. The number of samples taken as many as 76 students from a population of 92 students. The results of this study conclude that both lecturers and students enjoy using e-learning as a learning medium during distance learning. Learning with a high level of interaction is fun for both lecturers and students because it approaches face-to-face learning. Almost all students are able to use e-learning. E-learning is quite effective for distance learning.

Pengaruh Pembelajaran E-Learning Dan Kebiasaan Belajar Terhadap Peningkatan Kompetensi Mahasiswa Pascasarjana Pada Universitas Bina Nusantara

2017 ◽  
Vol 16 (2) ◽  
pp. 55
Author(s):  
Angelina Ervina Jeanette Egeten
Keyword(s):  
Online Learning ◽  
Learning System ◽  
Face To Face ◽  
Significant Difference ◽  
E Learning ◽  
Cross Tabulation ◽  
Face To Face Learning ◽  
Definition Of ◽  
Regular Students ◽  
Major Data

E-learning is a learning method that using electronic media as teaching materials to students. The definition of E-learning is very wide, which by terminology associated with online learning. E-learning in Bina Nusantara University is an E-learning which is done by online learning named as Binus Online Learning. Binus Online Learning applying the blended learning as a combination of online learning and face-to-face learning. The purpose of this study was to determine the effect of E-learning system and learning habits towards the online and regular students of MMSI and MTI major. Data were taken from 210 respondents of regular and online active student of Bina Nusantara University, and analyzed with the Pearson product moment parametric correlation using SPSS 21 as tools. Further research was conducted to compare the competence between regular and online class based on MMSI and MTI major using cross tabulation and one way ANOVA to significant difference test.

scholarly journals Pengaruh Pembelajaran E-Learning Terhadap Mahasiswa

2019 ◽  
Author(s):  
fadryan ◽  
Hade Afriansyah
Keyword(s):  
Educational Administration ◽  
Research Method ◽  
Education Administration ◽  
Education Students ◽  
Descriptive Data ◽  
Face To Face ◽  
Significant Difference ◽  
E Learning ◽  
Face To Face Learning ◽  
Better Than

This study aims to determine the effect of e-learning learning on students in educational administration courses. The research method used is experiment. The subjects in this study were the 2017 Education education students. There was a significant difference between e-learning and face-to-face learning. the results of descriptive data analysis show that face-to-face learning is better than e-learning for students. So face-to-face learning is better than e-learning learning for learning education administration courses

scholarly journals Implementing E-Learning as a Tool: Solution for Pandemic Disease in Case of Wollega University

2020 ◽  
pp. 65-71
Author(s):  
Etana Fikadu Dinsa
Keyword(s):  
Educational Institution ◽  
Learning Opportunities ◽  
Learning System ◽  
Learning Approaches ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
High Level ◽  
The University

Wollega University is a public higher educational institution established in February 2007 in western part of Ethiopia. After that, the university is making a valuable contribution to the overall development of the country by producing high-level professionals, conducting problem-solving research and providing services to the surrounding communities, working in partnership with all stakeholders. This university provides teaching learning system face to face learning approaches. Due to this during this pandemic disease the university closes the teaching learning method to reduce transmissions of the virus. The researcher can able to propose E-learning as a solution to keep the continuity of education during this pandemic disease. In this paper the benefits of e-learning, features and the challenges to advancement and implementation of new educational system (E-learning) opportunities for this university are also briefly outlined.

scholarly journals Kesediaan Pelajar Generasi Z di Universiti Malaysia Kelantan dalam Pembelajaran Teradun Bahasa Arab dalam Era IR4.0

2020 ◽  
Vol 22 (1) ◽  
pp. 86-95
Author(s):  
Ahmad Zaki Amiruddin ◽  
Zulazhan Ab. Halim ◽  
Nurkhamimi Zainuddin
Keyword(s):  
Blended Learning ◽  
Quantitative Method ◽  
Adoption Of Technology ◽  
Face To Face ◽  
Generation Z ◽  
Readiness Level ◽  
E Learning ◽  
Face To Face Learning ◽  
High Level ◽  
Descriptive Statistical Analysis

Era IR4.0 telah mencetuskan anjakan paradigma dalam pelbagai sektor, termasuk sektor pendidikan melalui penerapan gabungan teknologi; e-pembelajaran dengan pembelajaran bersemuka yang dikenali sebagai pembelajaran teradun. Kajian ini diketengahkan bagi mengenal pasti tahap kesediaan pelajar Generasi Z (Gen-Z) di Universiti Malaysia Kelantan (UMK) dalam pembelajaran teradun bahasa Arab. Kaedah kuantitatif telah dimanfaatkan dalam kajian ini dengan menumpukan kepada analisis statistik deskriptif melalui edaran soal selidik yang melibatkan pelajar UMK. Dapatan menunjukkan kesediaan responden untuk pembelajaran teradun bahasa Arab pada tahap tinggi. Oleh itu, dicadangkan kajian berkaitan pembelajaran teradun perlu lebih giat dijalankan pada masa akan datang kerana pelajar Gen-Z bersedia menerimanya. Abstract The era of IR4.0 led to a rapid paradigm in various sectors, including the education sector through the adoption of technology combination; e-learning and face-to-face learning, known as blended learning (BL). This study was designed to identify the readiness level of generation z (Gen-Z) students at Universiti Malaysia Kelantan (UMK) for Arabic BL. The quantitative method was utilized in this study by focusing on descriptive statistical analysis through the distribution of questionnaires among UMK students. The results showed that the readiness among the respondents for Arabic blended learning at a high level. Hopefully, for future, the BL-related studies should be more exposed because of Gen-Z students' acceptance and their readiness.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Pengukuran Beban Kerja Mental Job Driver Dan Swamper Team Fuel Menggunakan NASA-TLX

2022 ◽  
Vol 8 (2) ◽  
pp. 333-338
Author(s):  
Muhammad Qurthuby
Keyword(s):  
Work Stress ◽  
Work Motivation ◽  
Mental Workload ◽  
Emotional Reactions ◽  
Skill Levels ◽  
Physical Demand ◽  
Mental Demand ◽  
Work Accident ◽  
Nasa Tlx ◽  
Very High

Giving excessive workloads causes work stress both physically and psychologically and emotional reactions. The excess workload experienced by drivers and swampers at PT XYZ results in reduced attention at work, decreased work motivation, and decreased skill levels, thus affecting drivers and swampers productivity and the chance of a work accident is very high. This study aims to measure the Mental Workload of Job Driver and Swampers Fuel Tank Using the NASA-TLX Method. The NASA-TLX score obtained 93.8, driver 2  get 83.7, driver 3  91.3, swamper 1  91, swamper 2 89.5, and swamper 3 94.7. Elements of mental workload that are very influential are Mental Demand with a percentage of 22%, Effort 20%, Physical Demand 18%, Own Performance 15%, Frustation Level 15% and Temporal Demand 12%.

scholarly journals Design of an Intelligent Educational Resource Production System

2018 ◽  
Vol 13 (12) ◽  
pp. 4 ◽  
Author(s):  
Brahim Faqihi ◽  
Najima Daoudi ◽  
Rachida Ajhoun
Keyword(s):  
Production System ◽  
Target System ◽  
Open Educational Resource ◽  
Case Based Reasoning ◽  
Educational Resource ◽  
Face To Face ◽  
Massive Online Open Course ◽  
E Learning ◽  
Face To Face Learning ◽  
Case Based

In the field of learning, we are witnessing more and more the introduction of new environments in order to better meet the specific needs of the main actors of the process. The shift from face-to-face learning to distance learning or e-learning has overcome some of the challenges of availability, location, prerequisites, but has been rapidly impacted by the development of mobile technology. As a result, m-learning appeared and quickly evolved into p-learning. The arrival of the "Open Software" concept has given birth to several "open-something" initiatives, among which are the Open Educational Resource (OER) and the Massive Online Open Course (MOOC). These learning resources have also made progress, although they are fairly recent. Admittedly, this diversity of environments offers a wealth and a multitude of pedagogical resources. However, the question of the capitalization of contents, knowledge and know-how of each of these environments is necessary. How can the exchange and reuse of pedagogical resources be guaranteed between these different learning environ-ments? otherwise-said how to guarantee the interoperability of these resources? In order to contribute to the creation of an pedagogical heritage, we propose to design a case-based system allowing the author, when creating a course in a particular context and environment, to exploit the resources that are already available. The goal is to put in place an intelligent production system based on case-based reasoning. It is based on four phases ranging from indexing to reuse, through the similarity measurement and the evaluation. In the first part, we will detail the evolution of learning environments. In the second part, we will review the existing course production platforms, their prin-ciples and their challenges. In the third part, we will present case-based reasoning systems, and then we will introduce our target system.

scholarly journals ESL Teachers’ Challenges in Implementing E-learning during COVID-19

2021 ◽  
Vol 20 (2) ◽  
pp. 330-348
Author(s):  
Brenda Anak Lukas ◽  
Melor Md Yunus
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Learning Technologies ◽  
Esl Teachers ◽  
Policy Makers ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Readiness To Adopt ◽  
Learning With Technology

Education sector in Malaysia had put emphasis on the use of online learning or e-learning with technology and devices as a mediator of communication to replace face-to-face learning during the COVID-19 pandemic. Subsequently, with the improvement of learning technologies, English as a Second Language (ESL) teachers faced various challenges in language teaching. In this regard, this study aimed to investigate the challenges ESL teachers faced in implementing e-learning during COVID-19. Using a qualitative approach, this research was a case study which involved 20 primary ESL teachers. Data collection was done through an in-depth interview to explore teachers’ e-learning experiences and challenges in teaching the English language. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various limitations such as teachers’ readiness to adopt e-learning, accessibility to mobile phones and Internet connectivity, classroom management in term of low students’ participation and assessment. Thus, the researcher recommended more studies to highlight teachers’ insight regarding the significance of e-learning. ESL teachers, stakeholders, policy makers, and institutions can benefit from the results of the study and come out with practical strategies to utilize online sources for education in the pandemic situation.

scholarly journals Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms

2016 ◽  
Vol 17 (1) ◽  
pp. 44-58 ◽  
Author(s):  
Jodi Constantine Brown ◽  
Hyun-Sun Park
Keyword(s):  
Research Methods ◽  
Self Efficacy ◽  
Longitudinal Research ◽  
Exploratory Research ◽  
Face To Face ◽  
Learning Platform ◽  
Significant Difference ◽  
Face To Face Learning ◽  
Face To Face Instruction

This exploratory research compares longitudinal research self-efficacy and retention between a completely asynchronous Master of Social Work (MSW) online cohort and its traditional face-to-face counterpart. This study used a non-equivalent comparison groups design with two groups: online instruction only (n=16) and traditional face-to-face instruction (n=32), with pretest (Time 1), posttest (Time 2) and follow-up (Time 3) standardized measures of practice evaluation knowledge (PEKS) and research self-efficacy (RSES) in a beginning research methods course. Results indicate that students’ knowledge and research self-efficacy improved between pretest and posttest and remained significantly improved at follow-up one year later, with no significant difference between online learners and traditional face-to-face students. Students gain and maintain confidence in research methods and evaluation regardless of the learning platform utilized.

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