Authors : Lourgielene Khay Saflor Viesca

Volume/Issue : Volume 9 - 2024, Issue 11 - November

Google Scholar : https://tinyurl.com/mh5rx94p

Scribd : https://tinyurl.com/bdhfbcf7

DOI : https://doi.org/10.5281/zenodo.14524706

Abstract : This research study aims to analyze students' perceptions of the extent to which an Online Conducive Learning Environment contributes to, and potentially enhances, their overall learning experience. A combination of quantitative and phenomenographic research design was utilized to collect data from fourth-year undergraduate BS Accountancy and BS Business Administration of Northeastern College. The Online Conducive Learning Environment was introduced as a primary educational tool intended to cover traditional face-to-face teaching during the COVID-19 pandemic. The findings of the study perceived that Online Conducive Learning Environment has a positive effect for the students in terms of time management and accessibility. The insights gained from this study provide a deeper understanding of students' experiences with Online Conducive Learning Environment, revealing potential gaps between the intended use of such platforms and students' actual engagement with them. By offering a detailed examination of students' perceptions, this study serves as a critical resource for educators seeking to assess and refine both their face-to- face and online teaching strategies. This framework offers a valuable lens through which educators can reassess their use of technology and make more informed decisions about how to integrate Online Conducive Learning Environment more effectively into their instructional practices to enhance the overall student learning experience.

References :

1. Ally, M. (2019). The impact of learning technologies on education: A global perspective. Educational Media International, 56, 1-13.
2. Artino, A. R., & Stephens, J. M. (2016). Academic motivation and self- regulation in online learning environments. Educational Psychology Review, 28(3), 439-457.
3. Bawa, P. (2016). The impact of online learning readiness on students' success in online courses: A comprehensive review. International Journal of Online Learning, 18(3), 80-95.
4. Bates, T. (2020). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates Ltd.
5. Broadbent, J., & Poon, W. L. (2015). Self-regulated learning in online environments: A review of the literature. Educational Psychology Review, 27(4), 1-20.
6. Brusilovsky, P., Millán, E., & Karpov, A. (2019). Adaptive learning technologies and their impact on student time management in online courses. Journal of Educational Computing Research, 56, 97-120.
7. Chen, S. Y., Lin, Y. C., & Chen, Y. L. (2017). Exploring the factors influencing online learning readiness. Computers & Education, 112, 128-137.
8. Gupta, P., & Kumar, S. (2019). Time management practices and academic achievement in online learning environments. Journal of Time Management, 23, 45-55.
9. Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2018). The difference between emergency remote teaching and online learning. Educause Review, 27, 1-12.
10. Johnson, N., Veletsianos, G., & Seaman, J. (2020). The state of online learning in higher education in 2020: A national survey of faculty. Bay View Analytics Kizilcec, R. F., Piech, C., & Schneider, E. (2017). Deconstructing disengagement: Analyzing learner subpopulations in massive online courses. *ACM Transactions on Computer-Human Interaction (TOCHI), 24(5), 1-18.
11. Kumar, V., & Soni, R. (2018). Enhancing time management skills for online learners: A case study. Journal of Educational Technology, 35*(3), 205- 218.
12. Lee, J., Choi, H., & Lee, S. (2017). Factors influencing online learning readiness: Cognitive and emotional perspectives. *International Journal of Educational Technology, 15(2), 88-104.
13. Li, S., & Wang, Y. (2019). The relationship between time management and academic performance in online courses. Journal of Online Learning and Teaching, 15(4), 32-45.
14. Muthuprasad, T. (2021). Challenges and solutions in online learning: The case of developing countries. Journal of Educational Technology, 18(2), 78-90.
15. Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422-439.
16. Palloff, R. M., & Pratt, K. (2019). The online learning companion: A guide to online learning. Jossey-Bass.
17. Roca, A., & Gagné, M. (2018). Self-regulation and motivation in online learning: Implications for educational practices. International Journal of Educational Technology, 12, 15-27.
18. Shen, D., & Wang, W. (2019). Self-efficacy and readiness for online learning: A review of literature. *Educational Psychology International Journal, 40, 1- 17.
19. Wang, Z., & Zhang, X. (2019). Enhancing readiness for online learning: The role of self-regulation and time management. Journal of Online Learning, 24 ELECTRONIC
20. Amoy, Clair Antonette M.Doce, Aira L.Lapidario, Mary Joy G.Mulleno, Emiel Faith G.Rosco, Amanda Janielle C. (2020). “STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF FACE-TO-FACE CLASSESDURING THE COVID-19 PANDEMIC”. https://www.coursehero.com/file/85631290/qualidocx/
21. Lwin, Thaung. Analysis of Weight Frequency Distributions Using Replicated Data. 1994. https://www.jstor.org/stable/1269196
22. Mannong, A.B.M. 2020. The Students’ Eyesight: The Effectiveness of Learning- Based Applications on ELT in Pandemic Era, 6(2), 394-407. https://journal.uin-alauddin.ac.id/index.php/Eternal/article/view/18268
23. Salamuddin, Altamir A.  Vol. 4 No. 4 (2021): “Comparative Analysis of Students’ Perceptions in Modular Distance Learning Approach Versus Face-to-Face Learning Approach of Mindanao State University – Sulu. https://journalsocialsciences.com/index.php/oaijss/article/view/57
24. Sharma, G. Pros and cons of different sampling techniques. Int. J. Appl. Res. 2017, 3, 749–752. Available online: https://www.allresearchjournal.com/archives/2017/vol3issue7/PartK/3-7-69-542.pdf (accessed on 2 July 2021).
25. Solmaz, (2017). Definition of Likert Scale. https://www.mentimeter.com/blog/awesome-presentations/likert-scale- definition-and-how-to-use-it
26. UNESCO. (2020). COVID-19 educational disruption and response. United Nations Educational, Scientific and Cultural Organization. Retrieved from https://www.unesco.org