The reality of IBD students’ online learning

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

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 by schools and educational institutions as having the potential to transform individuals, knowledge, skills, and performance (Henry, 2001) Schools, universities, and other higher education institutions, according to Love and Fry

(2006), are racing to improve the capabilities of online courses in order to capitalize on 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 ability to be flexible in terms of time and place is the first advantage that can be mentioned Each student is free to select the location and time that is most convenient for him or her Online learning, according to Smedley (2010), gives both institutions and students a lot of flexibility in terms of study time and location Next, onlinelearning removes potential participation barriers including the fear of speaking with other students Students are encouraged to communicate with others, as well as exchange and appreciate differences, through online learning 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 view classroom activities through interactive and recorded video, as well as watch and listen to the lesson as many times as they need According to Brown (2008), this allows teachers to communicate with students and provide immediate feedback in a variety of ways Finally, online learning allows for self-paced learning The asynchronous technique, for example,

allows each student to learn at their own rate, whether fast or slow As a result, it boosts pleasure while lowering stress (Klein and Ware, 2003) The ability of online learning to assess students and their learning as they learn while also increasing interactivity in their educational experience through collaborative learning, cultural diversity, globalization, and the elimination of distance learning, according to Holmes and Gardner (2006), summarizes the benefits of online learning 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 To begin with, 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 leveled at online learning is that it lacks a critical component of personal connection, not only between students and instructors, but also between students 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 Researchershave 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, according to Hameed (2008), online learning frequently results in website overload or the use of multiple websites This may have unanticipated time and financial consequences Students should, however, plan ahead of time to avoid these problems

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 entails education, information dissemination, and feedback It encourages students to communicate with one another, share ideas, and respect one another's points of view It encourages learning by facilitating conversation and strengthening connections Despite the difficulties mentioned above, the goal of the document was to define the role ofonline learning in general, as well as how it has changed teaching and learning Its use in several educational institutions has increased 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 use laptops as an online learning tool The number of students studying online using devices other than smartphones, laptops, 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 a desktop, while 5.6% use a 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 excellent 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 of

students 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

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

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

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 chart, is close to 72% This percentage is slightly higher than the more comfortable value of 28% (44%)

Furthermore, as compared to reduced expense (30%) and learning materials available without fear of forgetting, reduces expense is around 14% greater (16%) Meanwhile, the

percentage of students who chose less tiring and boring (8%) was 2% lower than the percentage who chose others (10%).

Aslanian (2013) showed 32% of students said that online learning has the greatest benefit interms of the ability to study anywhere His data is 40% smaller than mine Not only that, hisdata on the number of students choosing the benefit of online learning as reduces expense (7%) is also 23% less than mine On the contrary, the benefits of online learning from Aslanian’s research have been enormous, for example: the ability to study at their own pace, study at home/ elimination of travel, new and innovative teaching methods, …

Generally, the advantage of online learning that most students voted for was the ability to study anywhere while less tiring and less boring was the least

The bar chart (Figure 7) shows the disadvantages of IBD students' choice of online

learning In general, most students think that online learning often has Internet connection problems

According to the chart, the majority of the students surveyed said that Internet connection failures occur frequently (52%) The proportion of respondents with practice difficulties was higher than that of those with a 4% possibility of distractions (44%) in second place (40%) In particular, 36% of students believed they had no interaction skills, which was more than twice the amount of those who believed they had a solid understanding of