ISSN: 2226-6348
Open access
COVID-19 pandemic which began in early 2020 has impacted the education landscape when many countries were forced to implement lockdown. As a result, many moved to online learning mode throughout 2020 and 2021. There are proven success of online learning delivery when designed using the theory of cognitive constructivism which focus on combination of authentic and active learning. One aspect of active learning is learner-to-learner engagement. This study investigates the survey questions on learner-to-learner engagement from 117 respondents of UiTM bachelor’s degree students by carrying out descriptive analysis. The descriptive analysis involves finding the measures of central tendency, calculation of Relative Important Index, classifying the distribution plot and determining the correlation between variables using Spearman correlation method. Results of the survey showed that peer support to finish task ranks first among while collaborative learning rank last.
Alfarimba, R., Ardianti, S. D., & Khamdun, K. (2021). THE IMPACT OF ONLINE LEARNING ON THE LEARNING MOTIVATION OF PRIMARY SCHOOL STUDENTS. PROGRES PENDIDIKAN, 2(2), 94–99. https://doi.org/https://doi.org/10.29303/prospek.v2i2.146
Almendingen, K., Morseth, M. S., Gjølstad, E., Brevik, A., & Tørris, C. (2021). Student’s experiences with online teaching following COVID-19 lockdown: A mixed methods explorative study. PLOS ONE, 16(8),e0250378. https://doi.org/10.1371/journal.pone.0250378
Bartley, S. J., & Golek, J. H. (2004). Evaluating the cost effectiveness of online and face-to-face instruction. Educational Technology and Society, 7(4), 167-175. Retrieved from www.scopus.com
Chen, Y., Chen, N.-S., & Tsai, C.-C. (2009). The use of online synchronous discussion for web-based professional development for teachers. Computers & Education, 53(4), 1155–1166. https://doi.org/https://doi.org/10.1016/j.compedu.2009.05.026
Ching, C. C., & Hursh, A. W. (2014). Peer modeling and innovation adoption among teachers in online professional development. Computers & Education, 73, 72–82. https://doi.org/https://doi.org/10.1016/j.compedu.2013.12.011
Choo Ming Hui, N. A. (2021). The effect of online learning and procrastination behaviour on well-being among Undergraduates in Universiti Malaysia Sabah. The 1st BorneoPsychology Seminar 2021 Proceedings. https://eprints.ums.edu.my/id/eprint/31307
Evans, J. R., & Haase, I. M. (2001). Online business education in the twenty-first century: an analysis of potential target markets. Internet Research, 11(3), 246–260. https://doi.org/https://doi.org/10.1108/10662240110396432
Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10), 1159–1176. https://doi.org/https://doi.org/10.1002/tea.20442
Hong, Z. (2003). Constructivism in online learning: a literature review. Graduate Research Papers, 853.
Ismail, N. S., Bakar, N. M. A., & Wafa, S. W. W. S. S. T. (2020). Online Learning Challenges during Pandemic COVID-19 in Malaysian Higher Learning Institution. Universal Journal of Educational Research, 8(12), 7151–7159. https://doi.org/10.13189/ujer.2020.081282
Kentnor, H. (2015). Distance Education and the Evolution of Online Learning in the United States. Curriculum and Teaching Dialogue, 17(1&2), Article 1 & 2. https://ssrn.com/abstract=2643748
Mallillin, L. L. D., Mendoza, L. C., Mallillin, J. B., Felix, R. C., & Lipayon, I. C. (2020). IMPLEMENTATION AND READINESS OF ONLINE LEARNING PEDAGOGY: A TRANSITION TO COVID 19 PANDEMIC. European Journal of Open Education and E-Learning Studies, 5(2), Article 2. https://doi.org/http://dx.doi.org/10.46827/ejoe.v5i2.3321
Martin, F., & Bolliger, D. U. (2018). Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Online Learning, 22(1), Article 1. https://doi.org/10.24059/olj.v22i1.1092
McLeod, S. (2019). Constructivism as a theory for teaching and learning. https://www.simplypsychology.org/constructivism.html
Nandi, D., & Chang, S. (2011). A conceptual framework for assessing interaction quality in online discussion forums. ASCILITE 2009 - the Australasian Society for Computers in Learning in Tertiary Education.
Nguyen, T. (2015). The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons. MERLOT the Journal of Online Teaching and Learning, 11, 309–319.
Piaget, J., & Rosin, A. (1971). Psychology and Epistemology. In An Orion Press book. Grossman. https://books.google.com.my/books?id=ZAx-AAAAMAAJ
Prabu, D., Sivakumar, A., & V. Parthiban. (2020). DEVELOPING THE NEXT GENERATION LEARNERS IN THIS DIGITAL ERA (Vol. II).
Robinson, A., & Cook, D. (2018).”: gauging students’ attention to online learning activities. Information and Learning Science, 119(7/8), 460–468. https://doi.org/https://doi.org/10.1108/ILS-03-2018- 0014
Salter, D., Richards, L., & Carey, T. (2004). The ‘T5’ Design Model: An Instructional Model and Learning Environment to Support the Integration of Online and Campus-Based Courses. Educational Media International, 41(3), 207–218. https://doi.org/http://dx.doi.org/10.1080/09523980410001680824
Shanika, A. (2020). Is Malaysia ready for full implementation of virtual learning. https://www.bernama.com/en/features/news.php?id=1881656
Tareen, H., & Haand, M. (2020). A Case Study of UiTM Post-Graduate Students’ Perceptions on Online Learning: Benefits & Challenges. 4, 86–94.
Tseng, S.-C., & Tsai, C.-C. (2010). Taiwan college studentsself-efficacy and motivation of learning in online peer assessment environments. The Internet and Higher Education, 13(3), 164–169. https://doi.org/http://dx.doi.org/10.1016/j.iheduc.2010.01.001
United, N. (2020). Policy Brief: Education during COVID-19 and beyond. https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond
Webb, A., McQuaid, R. W., & Webster, C. W. R. (2021). Moving learning online and the COVID-19 pandemic: a university response. World Journal of Science, Technology and Sustainable Development, 18(1), 1–19. https://doi.org/https://doi.org/10.1108/wjstsd-11-2020-0090
Zhang, S., & Liu, Q. (2019). Investigating the relationships among teachers’ motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities. Computers & Education, 134, 145–155.
https://doi.org/http://dx.doi.org/10.1016/j.compedu.2019.02.013
In-Text Citation: (Dzulkifli et al., 2023)
To Cite this Article: Dzulkifli, M. R., Putera, S. H. I., Sidek, N., Misman, F. N., Jaini, A., Kadir, J. M. A., Mahmood, C. F. C., & Rashid, N. R. A. (2023). Descriptive Analysis of Learner-to-Learner Engagement in Online Learning Survey. International Journal of Academic Research in Progressive Education and Development, 12(1), 289–301.
Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode