PENERAPAN SELF-ASSESSMENT DALAM PEMBELAJARAN DARING UNTUK MENINGKATKAN KEMAMPUAN SELF-REGULATION SISWA SMPN 1 GRESIK

This study aims to determine the increase in students' self-regulation abilities after the application of self-assessment during the online science learning process. This research was a Pre-Experimental Design using One Group Pretest-Posttest Design. The subjects of this study were 22 students of VIII-F class at SMPN 1 Gresik in the 2020/2021 academic year. The data collection techniques used a self-assessment test method and questionnaire method in the form of a pre-post self-regulation questionnaire based on seven essential indicators in the LASSI (Learning and Study Strategies Inventory) Instrument. The self-assessment sheet used to practice students' self-regulation abilities during the learning process and the self-regulation questionnaire used to determine achievement and improvement on each student's self-regulation indicator. Through the self-regulation questionnaire, it was found that students' self-regulation abilities had an average increase of 30% (N-Gain: moderate). This increase occurred because through self-assessment, students became more accustomed to assessing and criticizing the process and also the achievement of their own online learning at their homes. All indicators of students' self-regulation ability in online science learning have been achieved in the good category. The highest increase occurred in the motivation indicator (N-Gain: 0.32), while the lowest increase occurred in the self-testing indicator (N-Gain: 0.05). Through the self-assessment sheet, it was found that 86.36% of students had a very good category of self-regulation ability. The application of self-assessment can be used as a reference by science teachers to improve students' self-regulation skills and learning motivation in online learning during the COVID-19 pandemic

How Can Medical Students Be Prepared Effectively for Current Challenges in the Field of Expert-Guided Online-Counselling on Preventive Interventions? - A Randomised, Prospective Trial Exemplified by a Case Study of Mammography-Screening

Introduction The impact of the Internet on medical care leads to various medical information sources for patients and to an increasing demand for online-counselling. Thus new challenges for doctors arise. Aim of this project is to close the gap between these challenges and the current lack in options to prepare medical students for them. A training program in a blended-learning format with an online-platform as training instrument was designed and implemented into a gynaecology course during 9th semester of medical curriculum. It was analysed on basis of the following research question: How can medical students be prepared effectively for current challenges in the field of expert-guided online-counselling on preventive interventions? - A randomised, prospective trial exemplified by a case study of Mammography-Screening 1. How does an online-forum need to be designed, in order to provide an adequate training instrument simulating the arising challenges with a high level in closeness to reality? 2. Which didactical blended-learning approach (trainer-directed or self-directed) is most appropriate to prepare students effectively? Methods The online-forum’s development is shown as well as the establishment of the two course formats along Kern’s model. In a prospective, randomised, parallel group study the training outcome is evaluated by standardised and blinded pre/post analysis using a test, in which students counselled a simulated patient request through the forum. This was followed by an online-survey for students’ self-assessment regarding the learning objectives. The survey also collected data on students’ characteristics and course evaluation. Results The data shows a G*Power (1-β) > .8 and no significant differences between sociodemographic aspects (p > .05) of the two groups (G1, G2). Students’ evaluation (lowest: 1, best: 5) results as follows: external organisational circumstances (time, distances) (mean = 2.79; SD = .142), performance and moderation of the course (mean = 4.19; SD = .104), application of online-forum (mean = 3.90; SD = .103). The students of the self-directed group (G1) show a significant increase in their self-assessment (doctor-patient communication: Z = -2.036; p =.042; online-communication: Z = -2.058; p =.04), implemented independent online-research (p =.073) during independent training more often than G2 students and completed more training cases in any range. Discussion The data indicates great suitability of the online-forum for training and its high acceptance amongst the students. However, external organisational circumstances were criticised. The forum supports the effectiveness of training and since it is an instructional method in fields of simulation-based learning, it is shown to raise the effectiveness of medical education. Students of G1 (self-directed) arise to show a better learning outcome and their higher activity level correlates with their significantly raised self-assessment regarding the topical learning objectives. This is supported by scientific evidence describing the strengths of blended-learning and self-directed learning approaches in medical education. In particular, the limitation of self-assessment as a method for characterising the students’ learning outcome needs to be regarded, since it is shown to be highly vulnerable to rater biases. Thus aligning the results with the subsequent OSCE evaluation of the students’ texts from the pre/post test in the forum arises as relevant. In addition, the forum’s content and features’ high level in flexibility allows easy transfer to further disciplines and target groups. Conclusion The blended-learning course with the online-forum as training instrument provides a basis for an effective training of medical students in fields of expert-guided online-counselling regarding preventive interventions. Its transfer to other target groups in a self-directed approach arises as major perspective. The alignment of data from self-assessment with the subsequent OSCE evaluation arises as further relevant perspective, since its preliminary results appear to highly significantly confirm the tendency described throughout this study

A multi-dimensional investigation of self-regulated learning in a blended classroom context : a case study on eLDa MOOC

Online systems such as massive open online courses (MOOCs) are new innovative learning technology in education. With the proliferation of MOOC systems, little has been mentioned about blended MOOC system and how it enhances students’ performance. Blended classroom is a form of learning taking place between two different activities of which one is online and the other is traditional teaching method using bricks and mortal classroom settings. This study reveals the effectiveness of blended classroom teaching for an undergraduate course. The module was embedded in an eLDa MOOC platform, which is a platform for delivery computing concepts, and Python programme course. This research aims to investigate students’ perceptions of self-regulated learning (SRL) habits. A multi-dimensional survey was designed to evaluate each aspect of SRL skills, motivation and attaining better grades within the course. This research analysis explores (a) cognitive process of students improving their self-regulated learning skills (b) potential of students’ preparedness and motivation to engage with the course content in a blended context (c) potential difference in addressing the relation among the methods of engagement and achievement in their weekly assessment results. The research applied an online self-regulated learning questionnaire (OSLQ) as the instrument for measuring the self-regulated learning skills of the students in the learning platform environment. In relation to developing a revised OSLQ to address the use of the instrument to measure self-regulated learning in an online blended classroom context. Data collection process was conducted on a sample of first year undergraduate students who took a seminar module via a blended course format. The results indicate the level of self-regulated learning explored from the measure of the self-regulation in the blended learning environment in this study

EXPLORING STUDENTS’ ATTITUDES TOWARDS ONLINE-BASED LEARNING SYSTEM IN THE NEW NORMAL: AN EXPLORATORY FACTOR ANALYSIS

The implementation of online learning modality in the “New Normal Education” shifted the track of education institutions across the globe from conducting face-to-face classes to holding online-classes. The study presented in this paper aimed to explore students’ attitude towards online-based learning system in the “New Normal” education. Specifically, it investigated the factor structure and the level of attitudes of 200 students towards online-based learning system. This study utilized a mixed method of research utilizing in-depth interview and a dimension reduction technique through Principal Component Analysis. Results revealed that, attitudes toward online-based learning system is multidimensional exploring eight dimensions namely: Engagement, Convenience, Satisfaction, Technology Acceptance, Adaptability, Interaction, Self-Regulation and Control. Moreover, the level of attitudes of students revealed a high level of convenience, technology acceptance, adaptability, interaction, assessment satisfaction, self-regulation and control and a moderate level of student engagement. Thus, the researchers recommend a training proposal for teachers as well as recalibrating the result of the study utilizing Confirmatory Factor Analysis.   Article visualizations

It\u27s Good to Talk: Discussion in Blended Learnng Courses in the Context of Continued Professional Development for Solicitors

This paper evaluates (a) student perceptions of blended learning in the context of continued professional development courses for solicitors and (b) student experience of discussion in such a blended learning course. Students in the Law Society of Ireland‟s Diploma in Employment Law partook in a blended learning course that contained face-to-face discussion and both asynchronous and synchronous online discussion as an essential feature of their learning experience. Students were asked to respond to self-completion interim and final questionnaires. The results suggest that „time poor‟ solicitors strongly approve of blended learning and their characteristics as independent, self-motivated learners mean they are well placed to fully participate in this form of learning; each method of discussion is valued by such students; the forms of such discussion, whether face-to-face, asynchronous or synchronous online discussion, can be complementary; the method of assessment has an important impact on student perceptions of the value of online discussion; and particular attention must be paid to framing synchronous discussion for it to be effective. With respect to implications for practice, the study confirms that blended learning is a valid means of course delivery in respect of continued professional development courses for solicitors and that such time-poor learners respond well to structured online discussion requiring mandatory postings. Ke

A pilot study of e-quiz and e-review programs in the online blended learning of first-year engineering mechanics

Background: In traditional teaching philosophy, large-class units such as First-Year Engineering Mechanics have experienced significant challenges with respect to a lack of close lecturer-student interaction, prompt performance feedback, and students’ engagement and self-motivation in the unit study. Online blended learning and self-assessment approaches have become useful tools to reinforce traditional teaching and assessment modes of ‘attending the real lectures’ or to ‘physically sit for the quiz tests’. Their advantage lies in study flexibility and unconstrained self-development of students in the designated unit activities. A pilot study of e-quiz and e-review programs was undertaken in a First-Year Engineering Mechanics unit to evaluate their usefulness in students’ blended learning. Purpose: How to enhance individual students’ unit feedback, minimise the physical constraints of quiz access, and remove the barrier of limited topic-review opportunities is expected to be tackled in this study. Design/Method: The Pearson Mastering Engineering online platform was utilised in the e-quiz practices. This contains interactive self-learning and self-assessment modalities with sufficient hands-on feedback to guide students through an entire set of quiz problems after completing the assessment. The e-review was implemented through Elluminate Live to allow students to participate in weekly online review sessions conducted by the unit lecturer using a graphics tablet. Statistical data were analysed for the user-friendliness of online educational tools, enhanced level of effective learning and the students’ feedback and view of the learning experience.Results: A small number of high-achiever participants tended to best utilise e-quiz program to advance their academic performance when compared to formal assessment components including the in-class quizzes and final examination. Underperforming students (as the majority) presented less interest in the e-quiz primarily due to their ‘assessment-oriented’ mindset. Better understanding of mechanics topics/contents and more engagement and self-motivation were found through the e-quiz surveys. The e-review study suggested that students preferred viewing the recorded e-review sessions to personally participating in the peer-to-peer live consultation. Student participants praised the user-friendly Elluminate Live features in terms of ‘interactive learning’, ‘collaborative learning’ and ‘a sense of learning community’. The usefulness of recorded e-review sessions and comprehensive review materials were also highly commended. Conclusions: The e-quiz pilot study offers great potential to enhance the first-year students’ understanding of complex mechanics concepts and impact positively on their flexible self-evaluation. It particularly facilitates more able students to further advance their achievement levels. The e-review was clearly recognised by students as a supplementary academic support to gain more direct individual interactions with lecturers. The higher utility of e-review materials, especially for viewing recorded e-review sessions, was shown to be beneficial to effective learning. The student disengagement and low participation/survey response numbers are of particular concern, which is anticipated to be altered when both programs are introduced as additional assessment components in the furture study

DEEP LEARNING BASED POWER SYSTEM STABILITY ASSESSMENT FOR REDUCED WECC SYSTEM

Power system stability is the ability of power system, for a giving initial operating condition, to reach a new operation condition with most of the system variables bounded in normal range after subjecting to a short or long disturbance. Traditional power system stability mainly uses time-domain simulation which is very time consuming and only appropriate for offline assessment. Nowadays, with increasing penetration of inverter based renewable, large-scale distributed energy storage integration and operation uncertainty brought by weather and electricity market, system dynamic and operating condition is more dramatic, and traditional power system stability assessment based on scheduling may not be able to cover all the real-time dispatch scenarios, also online assessment and self-awareness for modern power system becomes more and more important and urgent for power system dynamic security. With the development of fast computation resources and more available online dataset, machine learning techniques have been developed and applied to many areas recently and could potentially applied to power system application. In this dissertation, a deep learning-based power system stability assessment is proposed. Its accurate and fast assessment for power system dynamic security is useful in many places, including day-ahead scheduling, real-time operation, and long-term planning. The simplified Western Electricity Coordinating Council (WECC) 240-bus system with renewable penetration up to 49.2% is used as the study system. The dataset generation, model training and error analysis are demonstrated, and the results show that the proposed deep learning-based method can accurately and fast predict the power system stability. Compared with traditional time simulation method, its near millisecond prediction makes the online assessment and self-awareness possible in future power system application

Assessing online readiness: Perceptions of distance learning stakeholders in three Oklahoma community colleges

Scope and Method of Study:Distance learning research has suffered from an inconsistency and lack of comparability of conceptualizations and instrumentation. A commonly accepted online readiness instrument could improve this situation for readiness studies. The significance of this study is its provision of evidence from distance learning stakeholders regarding what ought to be pre-assessed in a valid online student readiness assessment tool. A valid online readiness assessment could result in higher student success rates as evidenced by increased grades in online classes, lower attrition rates in online classes, maximization of investment in distance learning funding, increased student and faculty satisfaction, and expanded potential for life-long learning. The study was descriptive in nature, using a mixed method technique for collection and analysis of data. The focus was on quantifying the data received via three surveys and using these data to conduct an evaluation of the Self Evaluation for Potential Online Students using Scriven's Key Evaluation Checkpoints evaluation methodology.Findings and Conclusions:This study was the first step in determining what should be included in an online student readiness assessment. It was concluded that although the ION Self Evaluation for Potential Online Students is a useful tool for self-assessment, modernization of the instrument is needed. It was also concluded that an updated assessment instrument would be used in a variety of ways. The findings of this study could lead to development of a valid and useful online student readiness assessment tool for users of Internet-based courses, a tool that could also serve an important function in distance learning research by providing a common data source for studies of online readiness

Classroom Assessment in Web-Based Instructional Environment: Instructors’ Experience

While a great deal has been written on the advantage and benefits of online teaching, little is known on how assessment is implemented in online classrooms to monitor and inform performance and progress. The purpose of this study is to investigate the dynamics of WebCT classroom assessment by analyzing the perceptions and experience of the instructors. Grounded theory method was employed to generate a “process theory”. The study included 10 faculties who taught WebCT classes, and 216 students in the College of Education in an urban university in the Mid west. Interviews and classroom observations were undertaken on line. The findings indicated that, performance-based assessment, writing skills, interactive assessment and learner autonomy were major assessment aspects to inform teaching and enhance learning. If one of the major roles of online instruction is to increase self-directed learning, as part of the pedagogical mechanism, web-based classroom assessment should be designed and practiced to impact learner autonomy. Accessed 80,418 times on https://pareonline.net from March 02, 2004 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

The Model of Instructional Design Based on Self-Regulated Learning using Modular Object Oriented Dynamic Learning Environment (MOODLE)

The objectives of this research are (1) to develop a model of self-regulated instructional design by using MOODLE; (2) to investigate how far an instructional model can develop students' self-regulated learning; and (3) to investigate the effectiveness of the instructional design model in increasing students’ study competency moderated by their self-regulated learning. This research used the R & D research method. The procedure of the research consisted of three phases, namely: preliminary study, model design and development, and model effectiveness assessment. In the preliminary study, literature reviews on MOODLE instructional design and self-regulated learning theories and a small-scale field survey were carried out to get an idea of the instructional design model on the basic concepts of Civic Education presently applied. In the phase of model design and development, a model draft was developed to be validated by experts before limited and extended field tests were executed. In the phase of model effectiveness assessment, an experiment using the model of the Matching-only Pretest-Posttest Control Group design and factorial design was conducted. There were 76 participants in this effectiveness assessment, consisting of 36 university students and 2 lecturers as the experimental group, and other 36 university students and 2 lecturers as the control group. The research instruments used test questions to measure the variable of the students’ learning result competency and rubric scales of learning independence to measure the learning independence covariance. The data analysis technique used the techniques of Independent Sample t-Test and ANCOVA. The results of R & D are as follows: 1) The instructional design is executed through the following steps: identifying core competencies, carrying out instructional analysis, carrying out students' characteristic analysis, formulating in-between competency, developing online evaluation instruments, developing instructional strategy, developing Learning Object Materials (LOM), designing and executing online formative evaluation, revising the program, and designing and executing summative evaluation. 2) The model of the instructional design based on self-motivated learning using MOODLE promotes a higher learning autonomy than the instructional design model using CD-ROM and e-mail. 3) The model of the instructional design based on self-motivated learning using MOODLE effectively increases students' learning result competency moderated by their self-motivated learning and is better than instructional design model using CD-ROM and e-mail. Keywords: instructional design, self-directed learning, and MOODL