(TIỂU LUẬN) the reality of IBD students’ online learning

FINAL REPORT Topic: The reality of IBD students’ online learning FINAL REPORT 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? FINAL REPORT - What are the pros and cons of online learning for students? - How may the online learning disadvantages be addressed? IV Research methodology: 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 Secondary Research 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 FINAL REPORT 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 FINAL REPORT (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, online learning 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, FINAL REPORT 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 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 FINAL REPORT 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, 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 of online 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 FINAL REPORT 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 FINAL REPORT 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 FINAL REPORT 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 10 FINAL REPORT 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 selfmotivation The pie chart (Figure 8) indicates the work completion of IBD students when learning online It can be seen that students can well when learning online According to the chart, only about half of the students surveyed 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 17 FINAL REPORT extremely high, at 90%-100%, 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 times as much as my data 18 FINAL REPORT 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 normal changed since they studied online (64%) is much higher than the number of students who chose others (4%) 19 FINAL REPORT 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 III Solutions to study online effectively Figure 10: Solutions for students to study online effectively 20 FINAL REPORT The bar chart (Figure 10) provides what students 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, not other work when studying online (28%) and prepare lesson (24%) are only 4% apart Significantly, 10% of students preferred someone else This number is 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 21 FINAL REPORT 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 others 12% to the total Figure 11: Solutions for parents to help students learn online more effectively 22 FINAL REPORT 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 23 FINAL REPORT 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 24 FINAL REPORT PART IV: 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 25 FINAL REPORT PART V: QUESTIONNAIRE Hello, I am a student at National Economics University I am researching “The reality of IBD students’ online learning” I would like to receive your help to complete this research Thank you so much What device you use for online learning? A Laptop B Desktop C Tablet D Smartphone E Others How much time you spend each day on online learning on average? 26 FINAL REPORT A 1-3 hours B 3-5 hours C 5-7 hours D 7-10 hours E Others How you feel overall about online learning? A Poor B Below Average C Average D Good E Excellent F Others How well could you manage your time while studying online? A 90% - 100% B 60% - 80% C 40% - 50% D 20% - 30% E 0% 27 FINAL REPORT How you feel about the technology and software you are using for online learning? A Not at all B Slightly satisfied C Moderately satisfied D Very satisfied E Extremely satisfied F Others What are the benefits of online learning? A Study anywhere B Comfortable C Reduces expenses D Less tiring and less boring E Readily available learning materials without fear of forgetting F Others What are the disadvantages of online learning? A No interaction B Difficulty in practice C Internet connection problems 28 FINAL REPORT D Requires a good grasp of tech skills E Possibility of distractions F Others What is your level of work completed when learning online? A 90% - 100% B 70% - 80% C 50% - 60% D