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Ineffective Online Learning During the COVID-19 Pandemic in Higher Education
(2026-01-01)
Sitthiworachart, Jirarat
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Hong, Jon Chao
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Yanwar, Amanda Pradhani
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Prabowo, Thoriq Tri
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Suwanno, Phimpawee
The rapid shift to online learning during COVID-19 caused challenges in higher education. Many teachers and students lacked experience with online learning platforms and techniques. The factors why online learning was not effective during the COVID-19 pandemic are examined. A total of 302 questionnaires were collected using Google Form. The quantitative data were analyzed using SPSS and AMOS for item analysis, facet reliability and validity analysis, path analysis, direct and indirect effect analysis, and difference analysis. The effect of online learning flow, online learning cognitive load, and self-efficacy of online learning on unsuccessful online learning was revealed in this study. The result showed that: (1) greater levels of Self-efficacy of Online Learning on Human-system interaction (SOLH) and Self-efficacy of Online Learning on Content (SOLC) were significantly predict higher levels of Flow in Online Learning (FOL); (2) greater levels of Self-efficacy of Online Learning on Human-system interaction (SOLH) and Self-efficacy of Online Learning on Content (SOLC) were not significantly predict higher levels of Cognitive Load of Online Learning (CLOL); and (3) greater levels of Cognitive Load of Online Learning (CLOL) were significantly predicted higher levels of Online Learning Ineffectiveness (OLI). The online learning ineffectiveness can be reduced by decreasing the levels of cognitive load instead the learning flow.
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Problem-based learning with library e-resources to enhance student information literacy self-efficacy
(2024-11-14)
Prabowo, Thoriq Tri
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Sitthiworachart, Jirarat
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Hong, Jon Chao
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Joy, Mike
Purpose: This study investigates the effectiveness of problem-based learning (PBL) in information literacy curricula using library e-resources to enhance information literacy self-efficacy (ILSE) of students in two universities in Indonesia, in Java Island (University A) and Sumatra Island (University B). Design/methodology/approach: A comparison of the effectiveness of the approach in the two universities forms the focus of the study, which has adopted a single group quasi-experimental design which was conducted in one online teaching-learning session. The authors compared the pre-test and post-test scores of 65 library and information science (LIS) students from both universities. Findings: The results show that the treatment enhanced ILSE effectively. After the treatment, University A students performed better than those at University B. Research limitations/implications: The factors which affected the success of PBL using library e-resources have not been identified in this study, a task for a future qualitative research study. Practical implications: This study will both inspire the use of library e-resources in learning activities and promote ILSE. Originality/value: Integrating PBL with library e-resources provides opportunity to identify the advantages of library e-resources in supporting student ILSE, resulting a better learning achievement.
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Supporting project-based learning for students’ oral English skill and engagement with immersive virtual reality
(2024-08-01)
Shi, Jianli
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Sitthiworachart, Jirarat
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Hong, Jon Chao
Given that project-based learning (PjBL) allows for hands-on application in realistic contexts and that immersive virtual reality (iVR) allows learners to interact with multiple modalities of information and immerse in a real-world English environment, this study investigates how incorporating iVR technology into PjBL contexts affects students' oral English skill and engagement. A total of 80 business English majors enrolled in a course named Hotel English were assigned randomly to one of four groups: traditional, PjBL, iVR, and PjVR (iVR-assisted PjBL). Students in the PjVR group were to create VR videos to finish the projects while those in the PjBL group participated in a PjBL context in the classroom but without the use of iVR technology. The traditional group students followed the traditional PPP (presentation, practice, and production) instructional procedures in the classroom while the iVR group students also followed the PPP procedures but with the iVR technology to support in practice part. After the intervention, all the students took a post-oral English test and completed a students’ engagement questionnaire. The results showed that the oral English skill of the PjVR group students significantly outperformed the other 3 groups and the students’ skills of grammar and vocabulary, discourse management, pronunciation, and interactive communication all improved significantly while their behavioral, affective, cognitive, and social engagement also improved a lot. The implications of these findings highlight the importance of immersing language learners in immersive environments for contextualized learning by combining iVR and PjBL.
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The Rationale for Student Online Exhibitions: A Bibliometrics Analysis
(2023-01-01)
Prabowo, Thoriq Tri
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Sitthiworachart, Jirarat
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Hong, Jon Chao
Research on increasing student interest and learning attitudes continues to grow. Several people have studied online exhibitions, which are considered capable of increasing student learning participation. Assessing the status and trend of careful research will give a broader perspective and reference for upcoming research. However, in the Scopus database, only 116 documents related to student online exhibitions exist. Therefore, we aim to explore bibliographic aspects of publications about student online exhibitions using bibliometrics analysis. Technologies and its advantages are the dominant discussions. Most of the documents were from the highest citations were journals with a Q1 ranking of quartiles. This topic has been studied since 1995, with 2021 being the peak. English is the majority language used from retrieved documents originating from these 47 countries. However, results of this study indicated that rarely studies have made such a deep understanding on how technology impact online exhibition.
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Positive Affect Predicts Turnover Intention Mediated by Online Work Engagement: A Perspective of R&D Professionals in the Information and Communication Technology Industry
(2021-12-20)
Hong, Jon Chao
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Petsangsri, Sirirat
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Cui, Yuting
Remote work has become the most popular approach during the COVID-19 lockdown; however, remote work engagement is an issue which creates challenges for human resource management. Some individuals engage in work no matter how difficult the job is, but some people’s minds wander, no matter how simple the job is. To address this issue, this study drew on trait activation theory, which indicates that one’s positive disposition may affect one’s turnover intention mediated by work engagement, to formulate a research model to test the associations among R&D professionals. Questionnaires were distributed to R&D professionals working in China information and communication technology (ICT) through several Instant Message groups. In total, 386 valid questionnaires were collected for confirmatory factor analysis with structural equation modeling to verify the research model. The study found that positive affect can positively predict three types of remote work engagement: the cognitive, emotional, and behavioral engagement of R&D personnel. All three types of remote work engagement of R&D personnel can negatively predict their turnover intention. The results suggest that if human resource managers working in the ICT industry want to reduce the turnover intention rate of R&D workers under pressure from COVID-19, they should enhance workers’ remote engagement by selecting R&D workers with a high level of positive affect.
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The effect of the “Prediction-observation-quiz-explanation” inquiry-based e-learning model on flow experience in green energy learning
(2019-05-01)
Hong, Jon Chao
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Tsai, Chi Ruei
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Hsiao, Hsien Sheng
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Chen, Po Hsi
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Chu, Kuan Cheng
There are several models of inquiry-based learning, some of which may be practiced in experimental classroom teaching, and some of which may be used in online teaching. This study proposes the “prediction-observation-quiz-explanation” (POQE) model to design a green energy generation learning program (i.e., how solar, wind, and water can produce energy) and to test how participants' cognitive-affective factors affect their interest in using this model. A total of 396 technical high school students participated in this experimental study, and 375 valid data were collected and subjected to confirmatory factor analysis with structural equation modelling. The results indicated that incremental belief of intelligence was negatively related to cognitive load, but positively related to green energy learning self-efficacy (GELSE) in practicing POQE. Cognitive load was negatively related to flow experience, while GELSE was positively related to flow experience. Finally, flow experience was positively related to the intention to continue online learning with the POQE model. The implications of this study are that e-learning designers can use this POQE model to develop more educational content for students to learn various concepts.

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