INTRODUCTION
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.
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.
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?
Research methodology
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.
There would be 10 to 15 different sources used It contained articles on the reality of online learning and academic research by scientists from various institutions and universities They contributed greatly to my research At the end of this report, I listed all the sources.
LITERATURE REVIEW
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.
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 watch and 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.
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 its use, 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 to talk 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.
MAJOR FINDINGS
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 regarding utilizing 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, other data 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 all students (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% of students 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 that whether 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.
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.
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%)
Furthermore, as compared to reduced expenditure (30%) and learning materials available without fear of forgetting, reduces expense is around 14% greater (16%) Meanwhile, the percentage of students who chose something less exhausting and dull (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 in terms of the ability to study anywhere His data is 40% smaller than mine Not only that, his data 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 polled said that Internet connection failures occur frequently (52%) The proportion of respondents with practice difficulties was higher than that of those with a 4% chance 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 technology (18%) Others, on the other hand, received only 10% of students' votes.
Figure 7: The disadvantage of online learning
Contrary to my survey, Symonenko (2020) shows that approximately 60% of students are likely to be distracted This figure is 20% bigger than mine
This can be understood that students fully believe that the biggest disadvantage of online learning is the possibility of students being unfocused, easily distracted, requiring self- motivation.
The pie chart (Figure 8) indicates the work completion of IBD students when learning online It can be seen that students can do well when learning online.
According to the chart, only about half of the students polled completed their work at a rate of 70% to 80%, at 44% However, there is a small minority of students that complete less than half of their work; this statistic is the lowest of the four alternatives, at 10% Around 34% of students believe they can complete work when learning online at a rate of 50%- 60%, which is fewer than 10% of the students who said they could complete work at a rate of 70%-80% In contrast, the percentage of students who complete the task is extremely high, at 90%-100 percent, with only 12%.
Figure 8: Level of completion of work when learning online.
Nash’s research (2005) reveals that 44.3% of students consider their work completion level when studying online to be 90%-100% This is nearly 4 times as much as my data
However, the other statistic is lower than mine, 31.9% of students in his survey chose 70%- 80% Even the rest of his data is less than 10%.
It can be observed that, despite the fact that students are learning online, they are still completing work at a high level
Figure 9: The effect of online learning on academic results.
The pie chart (Figure 9) shows the change in the learning outcomes of IBD students since they started online studying Overall, most of the students surveyed responded to the normal rates of their academic results.
The proportion of students who stated their results had changed since they studied online (64%) is much higher than the number of students who said their results had changed since they studied elsewhere (4%) Furthermore, the percentage of online students whose academics improved was 16%, which was the same as the percentage of students whose learning achievements worsened.
Unlike my survey, Allen’s study (2014) compared online and face-to-face learning outcomes year after year from 2003 to 2013 However, according to his data, 59.4% of students had no change in their academic performance This value is 4.6% lower than the data I gathered His other results, whether positive or negative, on student academic changes, were slightly larger than my survey results
Students have adapted to online learning, so their learning outcomes are almost unchanged compared to face-to-face learning.
Solutions to study online effectively
Figure 10: Solutions for students to study online effectively.
The bar chart (Figure 10) provides what students do to study online effectively In general, students have their solutions to be able to study online more effectively.
To begin, exactly half of the students (50%) agree that preparing the necessary stuff prior to studying is the most beneficial option The following two options received approximately the same number of votes from students: concentrate on listening to lectures (40%) and don't allow the internet cause difficulties (36%) Furthermore, the two following options, do not do other work when studying online (28%) and prepare lesson (24%) are only 4% apart. Significantly, 10% of students preferred someone else This number is 5 times lower than the previous one.
Research from Wong (2005) on 305 students shows that 79.2% of students think that preparing the necessary items when studying is an important factor in being able to effectively study online This data is 1.5 times more than mine Listening to lectures
(7.2%), communicating with lecturers (5.8%), and preparing lessons (7.8%) made up the remaining 20.8% of his research
It is obvious that students each have their own methods for studying more efficiently online, and one of the most common methods is to prepare all of the necessary items when studying.
The bar chart (Figure 11) shows how parents can assist their children to study online more effectively The data collected shows a considerable change in general.
The chart shows that it was best to give students a private space, with 64% of the votes, that was the most popular option Respondents who preferred to stay in contact with their students' educational facilities came in second (28%) and were twice as many as those who chose to sit next to them while studying (14%) The remaining students added another 12% to the total.
Figure 11: Solutions for parents to help students learn online more effectively.
Research by Misirli (2021) indicates that the best way parents can help students learn online is to stand next to their children while they’re studying, which is 20% higher than my data His research also provides other solutions such as supporting students with technology equipment (50%), providing a conducive environment for learning (16%).
In brief, students need private space and good equipment to study online and more convenient.
The data in the bar chart (Figure 12) show how teachers make online learning more enjoyable In general, an interesting lecture is the most frequent method.
Figure 12: Solutions for teachers to make online learning more enjoyable.
First of all, the majority of students (62%) wanted to prepare entertaining lectures Create a friendly learning atmosphere and providing interesting activities, both at 46%, were the next two options with the same number of votes from students 38% of students feel that teachers should employ a variety of learning methods to increase student engagement These figures are 12% higher than those of students who have elected to submit continuous feedback (26%) Meanwhile, up to 6% of students have preferred others.
According to a study taken by Zuo (2020), 50% of students believe that teachers should provide interesting lectures; however, this number is 12% lower than mine In his study, the number of students who stated teachers should give exciting interactive activities was roughly identical to the number of students who stated the same thing in my survey
As can be seen, the preparation of lectures and interactive activities is a critical aspect in making online learning interesting.
CONCLUSION
According to the given figures, online learning for students has a variety of benefits as well as disadvantages that it comes with Starting from the online learning situation of students, it can be seen that students are used to online learning when the Covid-19 epidemic occurs, so most students can adjust their study time appropriately Furthermore, students are also quite satisfied with the online learning software provided by the university, which contributes to students’ interest in online learning Besides, IBD students can clearly identify the advantages and disadvantages of online learning Students can then choose for themselves the best options to increase their learning quality In particular, the data used in the comparison did not differ significantly from the result of this survey It is hoped that the information provided above will assist readers in recognizing the reality of online learning and taking appropriate measures for themselves.
1 What device do you use for online learning? (1 choice question)
2 How much time do you spend each day on online learning on average? (1 choice question)
3 How do you feel overall about online learning? (1 choice question)
4 How well could you manage your time while studying online? (1 choice question)
5 How do you feel about the technology and software you are using for online learning? (1 choice question)
6 What are the benefits of online learning? (Multiple choice question)
D Less tiring and less boring.
E Readily available learning materials without fear of forgetting
7 What are the disadvantages of online learning? (Multiple choice question)
D Requires a good grasp of tech skills.
8 What is your level of work completed when learning online? (1 choice question)
9 How have your academic results changed since you started studying online? (1 choice question)
10 What have you done to make online learning effective? (Multiple choice question)
A Prepare the necessary items when studying.
B Don't let the internet have problems.
C Concentrate on listening to lectures.
11 What can parents do to help students learn online effectively? (Multiple choice question)
A Sit next to them while they’re studying.
C Stay in touch with students’ education facility.
12 What should teachers do to make online learning more enjoyable? (Multiple choice question)
D Use a mix of learning tools for better engagement.