The reality of IBD students’ online learning (2)

Moreover, when the Covid-19 pandemic broke out, almost everyone in the world chose to study online instead of the traditional learning method of learning by social distance, to avoid the

The reality of IBD students’ online learning

Table of Contents

ACKNOWLEGMENT……… 3

PART I: INTRODUCTION……… 4

I Background and Context………4

II Purposes……… 4

III Research questions………4

IV Research methodology……… 5

PART II: LITERATURE REVIEW……….6

PART III: MAJOR FINDINGS……… 10

I The reality of IBD students’ online learning……… 10

II The impacts of online learning……… 16

III Solutions to study online effectively……….21

PART IV: CONCLUSION……… 26

PART V: APPENDIX……….27

First and foremost, I would like to express my sincere thanks and gratitude to my instructor for her invaluable assistance and guidance in completing this project

I would also like to express my gratitude and thanks to all IBD undergraduates who assisted

me in completing the survey for this study Thank you to everyone, I have got my

perspectives on all aspects of the reality of online learning

PART I: INTRODUCTION

I Background and Context

Since before the Covid-19 outbreak spread widely over the world, many people have known about the convenience of online learning Amanda (2011) reported that 46% of recent graduates have taken their credits online without attending a classroom or school, and many are turning to courses combining distance education with conventional learning methods Distance education for others is a cheaper alternative to traditional on-campus courses Moreover, when the Covid-19 pandemic broke out, almost everyone in the world chose to study online instead of the traditional learning method of learning by social distance, to avoid the spread of a large-scale pandemic However, the popularity and potential of online learning also has many effects on students, which can be seen in IBD students

II Purposes

First of all, I chose this topic to highlight the realities of online learning for IBD students Then I discussed the advantages and disadvantages of online learning for students Following a discussion of the negative consequences of online learning on students, my research provided ideas to help students avoid the negative features of online learning and increase learning quality both during and after the epidemic

III Research questions:

- What is the reality of IBD students when studying online?

- What are the pros and cons of online learning for students?

- How may the online learning disadvantages be addressed?

IV Research methodology:

1 Primary Research

I made an online survey with roughly 12 questions on the status of online learning for IBD students I asked about 50 IBD students to take part in this survey and share their personal thoughts and feelings on this issue This survey was built with Google Form Data would be collected and analyzed on a Google Sheet Finally, I entered it into the tables of data

PART II: LITERATURE REVIEW INTRODUCTION- Online learning

Since the beginning of time, people often tend to learn and receive knowledge to develop social and improve themselves However, just like anything else, things tend to evolve with technology With the growth of social media and technology, online learning has gained popularity and potential According to Murphy (2010), online education is modestly better

in terms of student outcomes than traditional education However, with the increasing growth of online learning, people have a strong need for excellence As a result, the

downsides of online learning are becoming increasingly apparent This study will look into the practice of online learning as well as its influence I'll also look at some of the common ways students use to avoid the negative consequences of online learning

BODY- Online learning

The reality of online learning

The evolution of information technology and multimedia, as well as the widespread use of the internet, has resulted in major modifications to the traditional learning method (Wang, 2007) The advancement in the area of information technology has increased the number of educational options available now, according to Yang and Arjomand (1999) Online

learning has also been recognized as a powerful tool for improving people's knowledge, abilities, and performance by schools and educational institutions (Henry, 2001) According

to Love and Fry (2006), schools, universities, and other higher education institutions are

racing to improve the capabilities of online courses in order to compete in the rapidly growing education market in the space network In higher education institutions, online learning is becoming increasingly significant The introduction and growth of a diverse set

of online learning technologies have prompted many changes in higher education

institutions, particularly in terms of educational offering and support (Dublin, 2003)

The impacts of online learning

There are various advantages of using online learning in education, particularly in higher education institutions The flexibility to be flexible in terms of time and location is the first benefit to mention Each student is allowed to choose a convenient location and time for himself or herself Smedley (2010) claims that the implementation of online learning gives both institutions and students a lot of flexibility in terms of study time and location Next, online learning eliminates any barriers to participation, such as apprehension about

speaking with other students Through online learning, students are taught to communicate with others, as well as exchange and respect differences Online learning facilitates

communication while also enhancing intellectual retention According to Wagner (2008), online learning allows for more interaction between students and instructors during the content delivery process Furthermore, online learning, according to Zhang (2006), allows students to monitor classroom activities via interactive and recorded video, as well as watchand listen to the lesson as many times as they need Brown (2008) claims that this provides teachers with a number of choices for communicating with pupils and providing fast feedback Finally, self-paced learning is possible with online education For example, the asynchronous method allows each student to learn at their own pace, whether fast or slow

As a result, it boosts happiness while lowering stress levels (Klein and Ware, 2003) Holmes and Gardner (2006) say that online learning is capable, by means of collaborative education, cultural diversity, globalization, and the elimination of distance education, of assessing students and their learning as they learn and increasing interactive education experiences The most fundamental element of online learning in education, as well as its advantage, is that it is student-centered.

Although there are benefits to using online learning in school, there are also some

drawbacks For starters, online learning methods may be less effective than traditional learning methods for clarification, explanation, and interpretation Despite claims that online learning can increase education quality, Dowling (2003) claims that online learning material only improves learning for specific types of collective evaluation Second, as an instructional approach, online learning exposes students to reflection, remoteness, and a lack of connection The most common criticism of online learning is that it lacks a critical component of personal connection, not only between learners and instructors, but also between learners themselves (Young, 1997) Last but not least, online learning in education

is not appropriate for all disciplines Science areas that require hands-on experience, for example, can be more challenging to master online than others Researchers have

suggested, according to Lewis (2000), that online learning is more appropriate in the humanities and social sciences than in sectors such as medical sciences and engineering, where advanced skills and practical abilities are required

Solutions for online learning

Despite all of the drawbacks of online learning, there are three key solutions that are incorporated in the study First, Almosa (2002) claims that several advantages encourage itsuse, and he seeks solutions to mitigate its drawbacks Second, according to Collins (1997), motivation and time management abilities are two significant aspects in limiting the

impacts of lack of connection Finally, online learning, according to Hameed (2008), frequently results in congestion or the use of many websites This may result in

unanticipated time and money implications Students should, however, plan beforehand to avoid these issues

The utilization of digital technologies for teaching and learning is what online learning is all about It makes use of technology to assist students in learning at any time and from any location It comprises training, information sharing, and feedback It encourages students totalk to one another, share ideas, and respect one another's viewpoints It promotes learning

by facilitating conversation and improving connections Despite the limitations mentioned above, the purpose of the document was to clarify the function of online learning in

general, as well as how it has impacted teaching and learning Its implementation in a number of educational institutions has boosted both lecturers' and students' access to information Academic standards can be improved by creating an environment that

encourages student participation The entire literature describing the benefits and

drawbacks of online learning demonstrates the necessity to integrate it in higher education

so that instructors, administrators, and students can fully experience the benefits that come with using it

PART III: MAJOR FINDINGS

I The reality of IBD students’ online learning

Figure 1: The devices that students use to study online.

The pie chart (Figure 1) indicates the devices that students use to study online In general, students frequently use devices that are familiar to and used by many people every day, such as laptops and smartphones

According to the statistics, 68.5% of students utilize laptops as an online learning tool The number of students studying online using devices other than smartphones, desktops, and other devices, which accounted for the smallest proportion at 1.9%, was 36 times lower than the previous figure With 14.8% of students using smartphones, this is the second highest number After that, 9.3% of students use desktop, while 5.6% use tablet

Padmo (2018), on the other hand, found that the majority of the people (73.4%) use laptop, which is higher than my highest figure Surprisingly, the percentage of comments regardingutilizing smartphones, which came in second (59.5%), is also four times greater than the number I counted.

Smartphones and computers are clearly the two most commonly utilized tools by students, not just for online study

Figure 2: The amount of time that students study online each day.

The pie chart (Figure 2) gives information about the time students study online each day It can be clearly seen that almost the time that students study online is reasonable

According to the data, over two-fifths of students spend 3-5 hours each day studying online,accounting for 40% of all students This proportion is ten times larger than the percentage

of students who chose others, which is only 4% Those who studied for 1-3 hours (28%) were substantially more likely than students who studied for 7-10 hours (8%) Furthermore,roughly a quarter of students (20%) spend 5-7 hours per day studying online.

According to research by Naddeo (2021), more than 44% of students spent 5-7 hours studying online Naddeo’s findings are almost double that of mine On the other hand, otherdata in his study are many times lower than mine

However, the majority of students clearly spend a fair amount of time learning online

Figure 3: The feeling of students about online learning.

The pie chart (Figure 3) illustrates the statistics on students’ feelings towards online

learning Most students are feeling normal, perhaps because they were used to online studying throughout the Covid-19 pandemic

It is clear that the number of students who felt average made up the largest percentage of allstudents (45%) Only approximately 2% of students, on the other hand, think online

learning is outstanding Online learning has a positive impact on 25% of students The percentage of students who chose others accounted for 4% of the total Surprisingly, 16% ofstudents believe online learning is below average, while 8% believe it is awful This data shows that nearly four to eight times as many students think online learning is excellent

The research of Califano (2021) showed that about 47% of students felt average about online learning This figure corresponds to the information I’ve gathered However, his data

on students who felt below average and poor were both lower than mine It can be seen thatwhether online learning is effective or not also depends on each person’s feelings about it

Not only that, but interesting and inspiring lectures for students play an important role in determining students’ attitudes toward online learning

The pie chart (Figure 4) demonstrates how well IBD students manage their online study time In general, just under a half of the surveyed participants estimate their level of online learning time management is between 40% and 50%

To begin with, 46% of students who responded to the survey say their level of time

management in online learning is between 40% and 50%, which is the highest figure The percentage of students who believe their degree of online study time management is

between 20% and 30% is the lowest, at only 2% IBD students who believe their online learning time management level is between 60% and 80% account for 40% of the total, which is just 4% lower than students who chose 40% to 50% Meanwhile, the proportion ofstudents who study online with reasonable time management is 90% to 100%, which is exceedingly low, at only 8% Even the percentage of students who chose 0% (4%) is less than half that of those who chose 90% to 100%.

Figure 4: Level of time management online learning.

In contrast to my findings, Stewart (2015) found that just 28% of students believe that time management in online learning is between 40% and 50%, which is nearly 1.7 times lower than the data from me However, in his study, the number of students who believe that their degree of online learning time management is 90% to 100% is substantially higher than the data in my survey, at 62%

It is apparent that students understand how to effectively manage their online study time.

Figure 5: The feeling of students about technology and software used for online learning.

This pie chart (Figure 5) shows the information regarding IBD students’ feelings about technology and software they are using to study online

The percentage of students who were moderately satisfied was clearly the largest,

accounting for 40% of the total Only 2% of students, on the other hand, are extremely satisfied The percentage of students that chose others is similarly equal to this data, at 2% Approximately 26% of students are somewhat satisfied with the online learning tools they utilize The percentage of students who are extremely satisfied (22%) is down 4% from the prior report Surprisingly, 8% of students say they are completely dissatisfied with online learning tools

According to Kravik, 41.2% of students are moderately satisfied with the software used for online learning This figure is 1.2% higher than the one I found in my survey On the other hand, his other data is significantly less than mine

This demonstrates that most students are familiar with using online learning software, as they are neither excited nor dissatisfied by it

II The impacts of online learning

Figure 6: The benefits of online learning

The provided bar chart (Figure 6) presents information about the benefit of online learning Overall, we can easily study anywhere by using electromagnetic devices to learn

The percentage of students studying everywhere, as shown in the diagram, is close to 72% This percentage is slightly higher than the more comfortable value of 28% (44%)