Combining Synchronous and Asynchronous Learning: Student Satisfaction with Online Learning using Learning Management Systems

Students' satisfaction, knowledge, skills and attitude towards learning (KSAs), engagement and interaction in online learning are essential indicators in ensuring that the Learning Management System (LMS) is utilised effectively and efficiently. However, most students become passive listeners and observers during online teaching and learning activities on the LMS platform, both in synchronous and asynchronous learning. Therefore, this study aimed to identify student satisfaction in terms of KSAs, engagement and interaction with a combination of synchronous and asynchronous learning in online learning platforms. A questionnaire was distributed to 163 students from a higher education institution. The results showed that student satisfaction was at a high level in KSAs; there was a significant positive relationship between KSAs, interaction and student engagement which led to student satisfaction. Therefore, a teaching design which combines synchronous and asynchronous learning methods could be applied by educators to enhance students' KSAs, interaction and engagement to help raise their satisfaction levels

COVID-19 Pandemic: Do Learning Motivation and Learning Self-Efficacy Exist among Higher Vocational College Students?

COVID-19 first appeared in the first quarter of 2020 and spread rapidly throughout the world. Now, schools in China have resumed face-to-face teaching on campus, but the COVID-19 Pandemic still impacts normal teaching activities and student psychology. This quantitative research revealed the levels of learning motivation and learning self-efficacy among higher vocational college students. This study also investigated whether these variables vary according to students' gender, hometown, family structure and field of study. In addition, this research examined the relationship between students' learning motivation and learning self-efficacy. The sample for the survey was 1018 students from a public higher vocational college in Shandong Province. The research collected data via two surveys, the Learning Motivation Scale (LMS) designed by Tian and Pan (2006) and the Learning Self-Efficacy Scale (LSS) designed by Liang (2000). The research used percentages, means, standard deviations, independent group t-test and Pearson correlation coefficient to analyze the data. The results revealed that higher vocational college students' learning motivation and learning self-efficacy scores were above the median score of the two scales. The study found that learning motivation did not vary according to students' gender, field of study or family structure. However, students from different hometowns showed a significant difference in their learning self-efficacy but no significant difference in their learning motivation. Finally, the researchers discovered a significant positive correlation between learning motivation and learning self-efficacy

Higher vocational college students’ learning burnout during the COVID-19 pandemic: A case study in China

This study examines students’ levels of learning burnout during the COVID-19 pandemic. Learning burnout levels were also investigated about students’ gender, hometown, family member structure, and field of major. The study employs a random sampling survey method, with 1,098 students from a public higher vocational college in Shandong Province, China. The collected data was analyzed using SPSS 26. The results found that 71.5% of students are at a moderate burnout level, 27.0% are at a low level, and only 1.5% are at a high level, and there was no high level of learning burnout on a single item during the COVID-19 pandemic. The data showed that the levels of learning burnout of male students, students who live in town, non-only child students, and students majoring in science and engineering were higher than the other group of students. There was a statistically significant difference in the level of student learning burnout by gender, but not in the variables of hometown, family structure, or field of major. Although studies show that students’ learning burnout level is not affected by COVID-19, students generally have learning burnout. Therefore, three strategies were also put forward to reduce students' learning burnout from school

The Use of a Flipped Classroom to Enhance Engagement and Promote Active Learning

This study was based on Reeve’s (2013) four-aspect conceptualization regarding student engagement to promote active learning using a flipped classroom. The flipped classroom is defined as using technology to provide lectures outside of the classroom, while assignments with concepts are provided inside the classroom through learning activities (Clark, 2013). Behavioral engagement is defined as teachers’ direction of students toward activities that require them to apply initiative (Fredricks, Blumenfeld, & Paris, 2004). Emotional engagement is promoted by intentionally selecting materials that stimulate students’ interaction with and feedback to the material (Taylor & Statler, 2013). Cognitive engagement is defined as the teacher’s skill in questioning and the students’ elaboration of an idea as an answer (Smart & Marshall, 2012). Agentic engagement is student self-learning, with a contribution from the lecturer to provide instructional support (Reeve & Tseng, 2011). A descriptive quantitative methodology was used in which 24 undergraduate TESOL students took the course QMT 212 Instructional Design.  More information can be found in the full paper

Effects Of Task-Based Video Lecture On Interaction, Engagement And Achievement In A Flipped Classroom Environment Among Accounting Students

Politeknik Malaysia masih lagi mengamalkan persekitaran pembelajaran secara traditional terutamanya dalam pengajaran Pengenalan Kepada Perakaunan. Walaupun pembelajaran secara aktif telah dilaksanakan, pelajar masih kurang berinteraksi dan melibatkan diri serta memperolehi pencapaian pada tahap sederhana. Oleh itu, kajian ini mengkaji kesan video pengajaran berasaskan tugasan terhadap interaksi, penglibatan dan pencapaian dalam persekitaran bilik darjah terbalik di kalangan pelajar perakaunan. Teori kognitif pembelajaran multimedia (CTML), untuk komponen multimedia, dan teori algo-heuristik (AHT) pembelajaran pelajar, menyediakan rangka kerja teori secara menyeluruh. Satu reka bentuk kuasi-eksperimen menggabungkan ujian pra dan ujian pasca (pencapaian) dan ujian pasca sahaja (interaksi dan penglibatan) dengan nilai kebolehpercayaan 0.924 telah digunakan keatas sampel 140 orang pelajar di salah sebuah institusi politeknik Utara Semenanjung Malaysia. Pelajar telah dibahagikan kepada dua kumpulan, video pengajaran berasaskan tugasan dan video pengajaran tanpa tugasan. Para pelajar menonton video pada masa lapang mereka di makmal komputer dan kemudian menghadiri kelas dengan aktiviti pembelajaran secara aktif. Malaysian polytechnics continue to practice a traditional learning environment, especially when teaching the Fundamentals of Accounting. Although active learning activities have been implemented, students’ seem to lack interaction and engagement and have only average achievement. Therefore, this research investigates the effects of task-based video lectures on interaction, engagement and achievement in a flipped classroom environment among accounting students’. The cognitive theory of multimedia learning (CTML) and algo-heuristic Theory (AHT) of student learning provide a comprehensive theoretical framework. A quasi-experimental design incorporating pre-test and post-test (achievement) and post-test only (interaction and engagement) instruments with an overall 0.924 reliability value were used with a sample of 140 students’ at a Malaysian Northern Peninsular polytechnic institution. Students’ were divided into two groups, task-based and non task-based video lectures. The students’ watched the video lecture in their free time in a computer lab and then attended the class with active learning activities

Student Centered Learning At USM: What Lecturer And Students Think Of This New Approach?

Student-centered learning (SCL) is currently attracting a great deal of research attention internationally, driven by the growing concerns of educators of ideal teaching and learning methods. This study aims at investigating the lecturers and students’ view of practicing SCL in the teaching process. Data was gathered through survey from 58 lecturers and 128 students of Universiti Sains Malaysia (USM). Results shows that lecturer and student perception about lecturer role were the highest mean ( = 4.05; 3.81) by doing their part effectively, used all SCL teaching methods such as lecture, lecture discussion, cooperative learning and others, except for on-line discussion. The student is more motivated and responsible in their learning, as peer learning and peer teaching are part of the teaching practice at USM. Student involvement in curriculum content, teaching method, evaluation method and able to give feedback on the quality of the education process had create a positive learning environment with access to facilities, interaction in the class without any problem to cover the content syllabus by having SCL guideline. Assessments given are based on the ability of the student that had led students to play their role in SCL effectively. However, the lecturers had not enough experience in implementing the SCL and need more training or workshop in SCL. These results have important implications for successful practicing of SCL in Malaysian universities, particularly USM for greater understanding on what we want student to learn and what they actually learn. The details of these implications are elaborated in this paper. Keywords: student-centered learning, lecturer and student view, Universiti Sains Malaysi

An Analysis of Using Online Video Lecture on Learning Outcome: The Mediating Role of Student Interaction and Student Engagement

The Malaysia Education Blueprint 2015-2025 (Higher Education) was published recently. One of shift is globalised online learning. Therefore, Polytechnics had taken the first step in the use of e-learning system by using flipped classroom method. The purpose of this study is to analyse the effects of using online video lecture on student interaction, student engagement and learning outcome in flipped classroom environment. This study has been conducted on 32 semester one Polytechnic Tuanku Sultanah Bahiyah students. A questionnaire was distributed and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings shows that the learning outcome dimension has a practical value of R2 = 0.813. Thus, research model proven that using online video lecturer significantly predicted learning outcome. The findings also indicate that student interaction and student engagement not mediated the relationship between online video lecture and learning outcome. Practically, the findings of this study revealed the importance of developing interactive online video lecture and active learning activities in enhance student interaction and student engagement

FLIPPED: A Case Study in Fundamental of Accounting in Malaysian Polytechnic

The new pedagogical flipped classroom was designed, developed and implemented using Flexible environments, Learning culture, Intentional content, Professional educators, Progressive activities, Engaging experiences, and Diversified platforms, also known as the FLIPPED model. The objective of this study is to investigate the effect of student interaction and engagement in a flipped classroom on student’s achievement, knowledge, skill and attitude (KSAs) towards the subject, and course satisfaction. This study used mixed method design; a 5 likert scale questionnaire with open ended questions had been distributed, and a pre-test and post-test design was carried out. The results were analysed using paired sample t-test and linear regression analysis. The findings of the study indicated no significant difference between the effect of student interaction and engagement on student satisfaction and KSAs except for student achievement. However, students had positive comments on the implementation, instruction and interaction outside the classroom. This study concludes that flipped classroom design and development could be implemented with improvements

The Effect of Blended Learning on the Primary Stage EFL Students’ Reading Comprehension Achievement in Libya

The purpose of this study was to look at the impact of blended learning methodologies on the reading comprehension achievement of Libyan EFL primary school pupils. To achieve this purpose, a quasi-experimental two-way betweengroup factorial design was used. A total of 120 Libyan EFL respondents from four different schools were randomly assigned to one of the two groups. The experimental group (N=60) consisted of 30 males and 30 females who were given reading comprehension education in general English understanding as well as blended learning materials created by the researchers. However, 30 males and 30 females in the control group (N=60) acknowledged typical classroom training grade 9 textbooks. Both groups were assessed in their reading comprehension EFL achievement before and after the intervention using an achievement English test, and their scores were compared using inferential statistics of the independent sample t-test, paired sample t-test, and the factorial between two groups ANCOVA, all of which were performed in SPSS V.27. According to the finding, blended learning has a statistically significant positive effect on improving reading comprehension in EFL students, with a considerable effect size between groups. Furthermore, in the case of blended learning, no statistically significant interaction impact between teaching modality and gender was discovered. In Libyan EFL schools, blended learning can be used to improve reading comprehension