Query: Online-based learning and academic performance

title: Comparison of Problem Based Learning and Realistic Mathematics Education to Improve Students Academic Performance
abstract: Abstra ct Comparison of problem based learning and realistic mathematics education to improve student academic performance.  The aim of this study was to see an increase in the academic performance of island studentsin Ambon City by applying the problem based learning (PBL) learning model and realistic mathematics education (RME)  This research was in the form of a descriptive qualitative study with a case study approach and a sample of 116 students.  There was a significant increase in student academic performance at each meeting and learning outcomes with PBL were higher than RME.  The PBL model is more effective in increasing students'academic performance than RMEbecause students were facilitated with online based mediain PBL when compared to RME, so that it can attract students' attention in learning and have a significant impact on student academic performance.  Academic performance, problem based learning, academic realistic mathematics education Abstrak: Perbandingan pembelajaran berbasis masalah dan pendidikan matematika realistik untuk meningkatan performa akademik siswa. Tujuan: Adapun tujuan dalam penelitian ini adalah melihat peningkatan performa akademik siswa kepulauan di Kota Ambon dengan menerapkan model pembelajaran problem based learning (PBL) dan realistic mathematics education (RME) Metode: Penelitian ini berupa studi kualitatif deskriptif dengan pendekatan studi kasus dan sampel penelitian sebanyak 116 siswa.  Terjadi peningkatkan yang cukup signifikan untuk performa akademik siswa pada setiap pertemuan dan hasil belajar dengan PBL lebih tinggi bila dibandingkan dengan RME.  Model PBl lebih efektif dalam meningkatan performa akademik siswa dibandingkan dengan RME, hal ini karena pada PBL siswa difasilitasi dengan media berbasis online bila dibandingkan dengan RME, sehingga dapat menarik perhatian siswa dalam belajar dan berdampak signifikan pada performa akademik siswa.  Performa akademik, pembelajaran berbasis masalah, pendidikan matematika realistik akademik DOI: http:/dx.doi.org/10.23960/jpp.v9.i2.201921

title: Cognitive Load and Self Determination Theories Applied to E Learning: Impact on Students' Participation and Academic Performance
abstract: Emergency clerkships expose students to a stressful environment that require multiple tasks, which may have a direct impact on cognitive load and motivation for learning. To address this challenge, Cognitive Load Theory and Self Determination Theory provided the conceptual frameworks to the development of a Moodle based online Emergency Medicine course, inspired by real clinical cases.  Three consecutive classes (2013 2015) of sixth year medical students (n 304) participated in the course, during a curricular and essentially practical emergency rotation. "Virtual Rounds" provided weekly virtual patients in narrative format and meaningful schemata to chief complaints, in order to simulate real rounds at Emergency Unit. Additional activities such as Extreme Decisions, Emergency Quiz and Electrocardiographic challenge offered different views of emergency care. Authors assessed student's participation and its correlation with their academic performance. A survey evaluated students' opinions. Students graduating in 2015 answered an online questionnaire to investigate cognitive load and motivation.  Each student produced 1965 pageviews and spent 72 hours logged on. Although Clinical Emergency rotation has two months long, students accessed the online course during an average of 5.3 months. Virtual Rounds was the most accessed activity, and there was positive correlations between the number of hours logged on the platform and final grades on Emergency Medicine. Over 90% of students felt an improvement in their clinical reasoning and considered themselves better prepared for rendering Emergency care. Considering a Likert scale from 1 (minimum load) to 7 (maximum load) the scores for total cognitive load were 4.79+ 2.2 for Virtual Rounds and 5.56+ 1.96 for real medical rounds(p<0,01)  A real world inspired online course, based on cognitive and motivational conceptual frameworks, seems to be a strong tool to engage students in learning. It may support them to manage the cognitive challenges involved in clinical care and increase their motivation for learning.

title: The impact of social networking sites on students' social wellbeing and academic performance
abstract: Social networking sites have played an important role in enhancing students' social presence. As an educational tool for online courses, they have significantly contributed in promoting students' motivation for learning. The aim of this research is to investigate the impact of social networking sites on students' academic performance. We conduct a comprehensive review on the usage of social networking sites in academic environments to identify the influential factors and propose a new model based on several research hypotheses. To evaluate the hypotheses and verify the proposed model, a survey is conducted on the female students from a major research university in Malaysia. We use Decision Making Trial and Evaluation Laboratory to perform the data analysis. In relation to the statistical technique, this technique can find the casual relationships among the factors, their effect size and their importance levels. The results of our survey revealed that there is positive relationship between social presence, students' social wellbeing and their academic performance.

title: Game Play: Effects of Online Gamified and Game Based Learning on Dispositions, Abilities and Behaviours of Primary Learners
abstract: This meta level review of the literature set out to examine the impacts of game based/gamified learning on dispositions, cognitive abilities and behaviours of learners aged 6 12, and to identify the factors that contributed to these impacts. A total of seventeen relevant studies were identified that had been implemented across a range of disciplinary areas in the period under review (2005 2015) The results indicate that online gamified/games based learning has been shown to increase the level of academic performance of learners, and improve cognitive competencies in problem solving, multiplicative reasoning ability, self efficacy and critical thinking. Learners' intrinsic motivation has been shown to have been enhanced through motivational factors (confidence, satisfaction and enjoyment) promoted within the online game design, and this had a direct effect on increasing engagement and improving academic achievement.

title: The effect of online collaborative project based learning on EFL learners' language performance and attitudes
abstract: The present study investigated the effect of online collaborative project based learning on the language performance and attitudes of intermediate level students at the College of Applied Sciences in Oman. The study is a quasi experimental study and the sample consisted of four classes (93 students in total) in Nizwa College of Applied Sciences. These participants were in their foundation year and were taking the Academic English Course during the time of the research experiment. Two classes were assigned to the experimental group (46 students) and they were directed to collaborate online in doing their research projects. The other two classes were assigned to the control group (47 students) and did their projects individually. A language test containing reading and writing questions, an attitude questionnaire, students' project scores and transcripts of focused group discussions were used to collect the data needed to answer the research questions. The study revealed that the main positive effect of online collaborative project based learning was clear on students' writing skill in the post test (i.e. students in the experimental group outperformed students in the control group)

title: The effect of online collaborative project based learning on English as a Foreign Language learners language performance and attitudes
abstract: The present study investigated the effect of online collaborative project based learning on the language performance and attitudes of intermediate level students at the College of Applied Sciences in Oman. The study is a quasi experimental study and the sample consisted of four classes (93 students in total) in Nizwa College of Applied Sciences. These participants were in their foundation year and were taking the Academic English Course during the time of the research experiment. Two classes were assigned to the experimental group (46 students) and they were directed to collaborate online in doing their research projects. The other two classes were assigned to the control group (47 students) and did their projects individually. A language test containing reading and writing questions, an attitude questionnaire, students' project scores and transcripts of focused group discussions were used to collect the data needed to answer the research questions. The study revealed that the main positive effect of online collaborative project based learning was clear on students' writing skill in the post test (i.e. students in the experimental group outperformed students in the control group)  An increasing number of research findings report that using 21st century information and communication tools such as the Internet can influence learning processes and products positively (Cradler et al. 2002) Getting students to interact with technology to complete research tasks allows the integration of curricular goals with online environments (Huffman, 2010) These advantages have encouraged many institutions and educators to use the Internet for e learning: learning that is delivered and supported by the use of information and communication technologies. E learning can take many forms such as computer assisted instruction, computer assisted learning and computer based training (Clarke, 2008) Nowadays, e learning can provide effective educational opportunities and individualized support to all students (Watson, 2008) It is useful in increasing learners' comprehension and in providing deeper engagement with content. It is also useful in raising students' motivation towards learning and in increasing collaboration between students and teachers (Coomey Stephenson, 2001) Indeed, in the modern context, basic literacy includes not only the ability to read and write, but also the ability to extract meaning and communicate ideas through various multimedia (Lee, 2004) The Omani government has been highly committed to developing education, and has made many resources available for use at colleges and in public schools. The Omani educational system has undergone massive reform over the past four decades; this reform enables students who come from the

title: Prediction of Learners' Academic Performance Using Factorization Machine and Decision Tree
abstract: The capacity to predict learner's academic performance accurately is critical for online learning platforms. Based on obtained predictions, platform managers can formulate appropriate policies for different students to improve the online learning experience for all online learners. The real world data from Peking University's open research data platform contained e learning data such as e learning behaviors of students, are used in this study. According to the dataset, we apply four decision tree methods and factorization machine (FM) method to create prediction models. The experimental results show that students are categorized into two types of learning, namely interactive learning, and autonomous learning. Qualified students and outstanding students have different performances in the two types of learning. Furthermore, the experiments revealed that considering the interaction between e learning behaviors can effectively improve the predictive ability of the model. We believe that our research results can provide effective support for further development in e learning and our subsequent research work.

title: Automatic Academic Confusion Recognition In Online Learning Based On Facial Expressions
abstract: Academic confusion is one of the most common academic emotions, timely identification and resolution of confusion are helpful to improve learning effect. In the research, a model is developed to identify the academic confusion in online learning based on facial expressions. The model mainly includes three parts: confusion inducing experiments, image preprocessing, and recognition methods comparing. Firstly, a set of confusion inducing experiments in online learning are designed. Then the images are preprocessed to improve the recognition effect. In the third part, Histogram of Oriented Gradient (HOG) Local Binary Patterns (LBP) Support Vector Machine (SVM) and Convolutional Neural Network (CNN) are combined to form four methods of HOG SVM, LBP SVM, CNN and CNN SVM, which are employed. The experimental results show that most of the methods can effectively detect students' academic confusion, and the CNN SVM has the best predictive performance with an average accuracy of 0.938. The Model proposed in this study can provide a technical support for learner emotional modeling of teaching assistant systems.

title: The Effects Of Online Module Based E Learning Approach On College Students' Attitude and Academic Performance

title: Co regulation and knowledge construction in an online synchronous problem based learning setting
abstract: Learning to monitor and regulate one's learning in an academic setting is a task that all students must engage in. Learning in "group" situations requires both self and co regulation. This research examines a case study of a small group of medical student interactions during an on line problem based learning activity (PBL) where students learn to co regulate their performance as they construct their understanding of how best to communicate bad news to patients. This paper introduces an approach for analyzing the group discourse to understand how collective knowledge building facilitates co regulation. A mixed method analysis was used to analyze the case study data. A qualitative data analysis of verbal interactions was conducted to examine co regulatory episodes. Collective knowledge building was examined by analyzing the group discourse for indicators of co regulatory processes. The study follows two quantitative analyses: a frequency count analysis of types of questions asked by facilitators and students; and a sequential pattern mining for patterns of co occurrences of learners' discourse and co regulation.