Academy of Education Journal
Vol. 15, No. 1, January 2024, Page: 816-825
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
816
Asih Zunaidah (Meaningful Synergy in E-learning….)
Meaningful Synergy in E-learning: Integrating
Environmental Awareness and Project-Based
Learning in EFL
Asih Zunaidah
Digital Language Learning Center
Bina Nusantara University, Jl. Araya Mansion No.8 - 22, Genitri, Kabupaten Malang, Jawa Timur 65154
[email protected].id
INFO ARTIKEL
ABSTRACT
Article History:
Accepted: January 25, 2024
Revised: February 7, 2024
Approved: February 26, 2024
Available Online: March 27, 2024
The study investigates EFL e-learning project-based education and
environmental awareness. Despite limited participation and technology
concerns, e-learning is evolving. This study supports "green awareness" in
higher education institutions, promotes environmental responsibility and
global citizenship. Our study combines meaningful learning, project-based
pedagogy, and online EFL instruction with active engagement. According to
this study, project-based education and environmental awareness can
boost EFL e-learning learners' involvement. These 300 university-level EFL
students are being studied holistically with ADDIE. This comprises need
analysis, design, material development, classroom implementation, and
impact assessment. According to research, incorporating "green business"
into online sessions increases student participation. A poll found that
intervention promotes environmental consciousness. According to
interviews, environmental awareness and sustainability motivate students
to create environmentally responsible solutions. Despite limitations in
depth and sample size, well-designed interventions increase online
learning engagement. The findings contribute to more effective online
education methods, instructional design, and student involvement
investigations.
©2024, Asih Zunaidah
This is an open access article under CC BY-SA license
1. Introduction
E-learning has transformed education, altering how knowledge is acquired and shared.
Technology discoveries and educational paradigm shifts have accelerated this revolution as
illuminated by Jones (2003) and Rashty (2003). As e-learning spreads into higher education, it
has torn down classroom barriers and introduced new learning methods as stated by Feeney
(2001). This transition has been marked by the rise of online education, which was already
rising before the COVID-19 pandemic. Due to the global financial crisis, online education is in
the spotlight, highlighting its pros and cons. Firmansyah et al. (2021) noted that online
learning's flexibility and accessibility help students manage their time and access learning
resources. However, these benefits came with challenges, such as minimal instructor
engagement, a flood of assignments, changeable timetables, inadequate infrastructure, limited
internet connectivity, and little practical training. Meanwhile, Ja'ashan (2020) has illuminated
the challenges of integrating e-learning into EFL training. These studies found academic,
technological, and administrative issues. Despite these challenges, EFL students are favorable
about e-learning and aware of its benefits. The issues of poor internet connectivity, restricted
Academy of Education Journal
Vol. 15, No. 1, January 2024, Page: 816-825
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
817
Asih Zunaidah (Meaningful Synergy in E-learning….)
engagement, diminishing motivation, diminished involvement, and difficulty in
comprehension in online learning environments are reinforced by Zboun and Farrah (2021).
Despite these obstacles, students have valued online programs' convenience and accessibility.
In this ever-changing educational setting, "environmental awareness" encourages active
engagement and ecological responsibility. This integration is more significant since it
promotes global citizenship and environmental responsibility. Increasing research show that
enhancing students' environmental knowledge in educational settings can transform them. This
trend is growing. Several research show that 'environmental awareness' is crucial to the
development of environmentally conscious students, as explained by Dittmer and Riemer
(2021), Thor and Karlsudd (2020), and Braun et al. (2018). This combination of studies shows
that 'green consciousness' through education can cause lasting behavioral changes. As the
educational landscape changes, it's more crucial than ever to explore relevant learning
methods. Technology may increase kids' language, cultural, and cognitive skills, according to
extensive study. According to Agra et al. (2019) "meaningful learning," popularized by David
Ausubel and a pillar of pedagogical excellence, emphasizes integrating new material into
cognitive structures for long-term comprehension and application. The transition from the 4Cs
framework to the comprehensive 10Cs framework empowers meaningful learning through the
use of ICTs, preparing learners for a technologically driven world, as affirmed by Makrakis
(2017) and Makrakis (2020).
The conceptual framework of this study centers on the intersection of meaningful
learning, project-based pedagogy, and online EFL instruction. Active engagement plays a
crucial role in meaningful learning, particularly within the context of second language
learners. This principle fits perfectly with project-based learning (PjBL), a pedagogical
scaffold that empowers students, strengthens language skills, and fosters critical thinking by
solving real-world problems. PjBL promotes positive learning environments and
environmentally sensitive behaviour, as indicated by Viswambaran and Shafeek (2019),
Sudjimat et al. (2021), Fettahlıoğlu and Aydoğdu (2020), as well as Bramwell-Lalor et al.
(2020). This multimodal approach views language acquisition as a conduit for intellectual
development rather than a separate task. As research into improving English as a Foreign
Language (EFL) instruction in e-learning environments through meaningful project-based
teaching grows, it becomes increasingly vital to carefully navigate the delicate interaction of
these three components.
Thus, this research entails the following question: How does synergizing project-based
teaching and environmental awareness impact learners’ engagement promote environmental
consciousness in EFL learning settings? This research intends to show that project-based
learning and environmental awareness improve EFL students' language skill, engagement, and
critical thinking. Environmental consciousness in EFL e-learning promotes global citizenship
and ecological responsibility, preparing students for a changing world. Project-based learning
and sustainability awareness drive pedagogical innovation and can shape instructional design
and curriculum development across disciplines and educational contexts, creating innovative,
engaging, and socially significant learning experiences.
2. Method
The objective of this study is to unravel the potential synergistic effects of the project-
based teaching and environmental awareness on university-level EFL learners, with a focus on
learner engagement, language proficiency, and environmental awareness by deploying the
renowned ADDIE model, a systematic approach to instructional design and development,
mentioned by Dick et al. (2004). Drawing on a cohort of 300 university-level EFL learners, the
research method embraces a holistic approach, encompassing need-analysis, designing
Academy of Education Journal
Vol. 15, No. 1, January 2024, Page: 816-825
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
818
Asih Zunaidah (Meaningful Synergy in E-learning….)
teaching-learning activities, developing materials, classroom implementation, and rigorous
impact assessment, as mentioned by Branch (2009). The detailed procedures of the five key
phases of the ADDIE model are explained in Table 1.
Table 1. The ADDIE Model of The Research
Phase
Activity
ANALYZE
The study begins with a thorough need-analysis. It entails examining EFL
learners' e-learning readiness, goals, and challenges through observations
and interviews during synchronous sessions via Zoom meetings.
DESIGN
This phase involves designing project-based teaching activities that meet
needs and objectives based on the need-analysis. It comprises choosing
learning outcomes, teaching methodologies, and assessment methods for
synchronous and asynchronous sessions.
DEVELOP
Instructional materials and resources are developed to support the project-
based teaching activities of English Business Presentation (EBP) Course.
Materials are tailored to suit the e-learning environment and cater to the
diverse needs of the learners.
IMPLEMENT
The online classes introduce the specified teaching-learning activities using
technical infrastructure and pedagogical methodologies. Implementation is
monitored and learner feedback through interviews via Zoom meetings are
sought for improvement.
EVALUATE
The last phase evaluates online project-based EFL teaching activities in
detail. Interviews and post-surveys via Google Form are conducted, and
data is carefully analyzed qualitatively to determine if the research
objectives are met and if project-based teaching and green awareness
initiatives have systematically increased learner engagement and
environmental awareness.
3. Result and Discussion
During the ‘Analysis’ phase, the pre-observation result showed that the students involved
in this study displayed a low level of engagement, as seen by their lack of active involvement
during online face-to-face sessions (not reacting to the instructors’ questions or triggers); this
went on for a few meetings until the mid-semester test. The findings of this study reveal a lack
of sufficient usage of online learning support. Therefore, an intervention was needed to
achieve more meaningful learning sessions. Subsequently, this ADDIE-based study examines
the essential 'design' part of instructional design shaping the entire learning experience. The
researchers mapped sessions after the mid-test assessment, creating activities for the
intervention, prepared materials and tools needed, and created a comprehensive evaluation
instrument. Table 2 illustrates the mapping for after-mid sessions.
Academy of Education Journal
Vol. 15, No. 1, January 2024, Page: 816-825
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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Asih Zunaidah (Meaningful Synergy in E-learning….)
Table 2. Sessions Mapping Design
Session
Tools Used
8 & 9
Video player, Internet
browsers, Scientific paper
search tools, Mind mapping
tools (e.g., Padlet)
10 & 11
Brainstorming tools,
Presentation tools (e.g.,
PowerPoint, Canva)
12 & 13
Presentation tools (e.g.,
PowerPoint, Canva), Microsoft
Forms
After designing the sessions, the researcher prepared the evaluation tools using online
survey forms, observation and interview guidelines. In the 'Develop' phase, project-based
teaching activities were turned into e-learning resources for the English for Business course.
The training materials were carefully crafted to fit the project-based approach and
environmental awareness, drawing upon the specified objectives. The products were designed
to promote student participation, critical thinking, and virtual collaboration; this is based on
the idea that effective instructional materials should combine pedagogical goals with digital
learning landscapes to provide accessibility and navigation, as affirmed by Marwan (2015).
Multimedia, graphics, and relevant visual aids were used to create an immersive and dynamic
learning environment to improve student comprehension and engagement, stated by Nicolau et
al. (2019).
During the 'Implement' phase, the English for Business course's virtual classrooms
featured carefully crafted project-based teaching activities and instructional resources. These
materials were integrated into the e-learning environment with a focus on technological
compatibility, efficient delivery, and pedagogical efficacy. The project-based learning
involved students in planning and presenting "green business" ideas while evaluating their
environmental research. Students learned about real-world environmental issues using video
content in sessions 8 and 9, also their independent research. In sessions 10 and 11, students
worked in groups to create business pitch-decks using brainstorming and presentation
software. This improved their collaboration and allowed them to apply their findings to real-
world situations, enhancing experiential learning. In sessions 12 and 13, students presented
Academy of Education Journal
Vol. 15, No. 1, January 2024, Page: 816-825
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
820
Asih Zunaidah (Meaningful Synergy in E-learning….)
their green business using PowerPoint or Canva. This phase fostered engagement and
involvement as students asked questions and gave comments. Lastly, Microsoft Forms helped
collect survey data to evaluate project-based education and environmental awareness
integration, along with class observation and interview results. Figure 1 shows samples of
students’ brainstorming activities using online tools and some of students’ presentations.
Figure 1. Students’ Activity Sample
A complete evaluation determined the success of project-based learning activities with
environmental awareness. Mixed methods were used to obtain qualitative and quantitative data
to comprehend the results. The evaluation reviewed whether the 'Design' and 'Development'
goals were met, particularly in boosting learner engagement and environmental awareness.
Qualitative data from session observations and interviews examined learner engagement and
activity efficacy. Student participation, discussion quality, and passion during 'green business'
ideation and presentation were monitored. To evaluate students' project participation and
learning, individual interviews were conducted. Quantitative data to measure before and after
the intervention was obtained through a survey.
3.1 Observation Results
The incorporation of the 'green business' topic as an intervention has resulted in a
significant improvement in student involvement and active participation during virtual
meetings. The researchers sought to generate interest and offer students a relevant context
by introducing the idea of 'green business'. The data collected from our observations
indicates a notable change in the dynamics of virtual meetings, as students demonstrate
increased levels of interest and active engagement. The conducted sessions resulted in
increased levels of engagement, insightful inputs, and a noticeable enthusiasm to delve
into interconnected ideas. Our research findings support the notion that integrating
meaningful and interesting subjects can enhance involvement and engagement in online
learning environment, as described by Tsai et al. (2020).
3.2 Survey Results
The data presented illustrates the variations in students' levels of agreement with specific
assertions prior to and following the intervention. The data is systematically categorized
based on class (class 1 to class 9) and is presented in the form of percentages, reflecting
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ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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the level of agreement or disagreement among pupils in relation to specific claims. Figure
2 displays the results of before intervention, while Figure 3 illustrates the results of after
intervention.
Figure 2. Students’ Responses Before Intervention
Figure 3. Students’ Responses After Intervention
Prior to the implementation of the intervention, the data indicated that within Class 1,
21.3% of participants strongly agreed, 74.5% agreed, and 4.2% disagreed with the provided
statements. In Class 2, a significant proportion of 31.6% strongly agreed, while a majority of
63.2% agreed, and a small percentage of 5.2% expressed disagreement. The aforementioned
pattern persisted in other courses, with varying levels of agreement and disagreement.
Following the implementation of the intervention, it was observed that in Class 1, there was a
significant rise in the proportion of students who expressed strong agreement (71.4%),
whereas the percentage of students who expressed agreement declined (28.6%). There was a
unanimous consensus among the students. Likewise, within the context of Class 2, there was a
notable increase of strong agreement (77.9%), accompanied by a drop in agreement (22.1%),
while no instances of disagreement were observed.
The aforementioned trend persisted in other courses, with diverse fluctuations in the
proportions of agreement and dissent. In general, the intervention appears to yield a favorable
impact on the levels of agreement among students. The overall number of students who
Academy of Education Journal
Vol. 15, No. 1, January 2024, Page: 816-825
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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Asih Zunaidah (Meaningful Synergy in E-learning….)
expressed a strong agreement exhibited a notable rise across the majority of courses. Although
there may be instances of deviation (such as in Class 6, where a notable rise in disagreement
was observed following the intervention), the overall pattern indicates a positive shift in
students' attitudes towards the assertions. The data demonstrates the capacity of the
intervention to effectively impact students' viewpoints and perceptions in many academic
disciplines.
3.3 Interview Results
The data employed in this study consists of responses obtained via interviews. Among a
randomly selected group of 30 interviewees, it was found that 20 individuals had prior
knowledge of environmental problems as well as familiarity with the idea of sustainability.
The members of this group demonstrated a strong understanding of topics such as climate
change, global warming, ecological degradation, and concerns for future generations. The
research project assigned to the students significantly contributed to enhancing their
understanding of the impact of industries on environmental degradation and the insufficient
efforts made to promote sustainability. A considerable number of students gained new
perspectives on the negative effects of the current environmental policies. The students’
involvement in green business research has encouraged them to be aspiring entrepreneurs and
to develop creative solutions to various environmental issues while also ensuring profitability
in their business pursuits.
This study attempted a comprehensive examination of the efficacy of an intervention
centred on the topic of 'green business' within the context of online education. The initial
phase of analysis revealed a lack of active participation among students during online sessions,
which was corroborated by their minimal involvement in face-to-face interactions. These
findings are consistent with prior research highlighting the challenges of online learning
environments by Tarrayo et al. (2023), Kebritchi et al. (2017), Halim et al. (2021), and Coman
(2020). Recognizing the need for a significant change, the study moved on to the 'Design'
phase, meticulously mapping sessions to incorporate the intervention, which consisted of
incorporating 'green business' elements into instructional design. The subsequent 'Develop'
phase enabled the transformation of project-based teaching activities into e-learning resources,
ensuring the project's objectives were met. During the 'Implement' phase, these resources were
incorporated into virtual classrooms to promote student collaboration, critical thinking, and
experiential learning. The culmination of the study's findings demonstrates the positive
outcomes achieved through the intervention, which manifested in increased participation and
engagement during online meetings, ultimately demonstrating the potential of project-based
learning combined with environmental consciousness to enhance the online learning
experience.
4. Conclusion
The incorporation of 'green business' as an intervention has proved to be instrumental in
increasing student engagement and participation in virtual meetings. The intervention altered
the dynamics of virtual interactions, as students displayed greater enthusiasm, engagement,
and active participation. The results of a survey depicted the change in students' agreement
levels, demonstrating the intervention's positive impact across all classes. The findings not
only demonstrate the importance of meaningful subject integration, but also the potential of
well-designed interventions to increase student engagement and participation in an online
learning environment. These results are consistent with the broader literature on the
challenges of online learning and highlight the need for innovative approaches to encourage
active student participation and meaningful interactions. In addition, the qualitative
information gleaned from interview responses demonstrated the transformative impact of the
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Vol. 15, No. 1, January 2024, Page: 816-825
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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research endeavours. Significant numbers of students demonstrated a heightened awareness of
environmental issues and sustainability concepts, demonstrating a better comprehension of the
relationship between industries and environmental degradation. The intervention encouraged
students to approach their roles as prospective entrepreneurs and leaders by emphasizing the
development of eco-friendly, profit-maximizing solutions. This study demonstrates, through
meticulous design, development, and implementation, the capacity of instructional
interventions to produce positive changes in students' engagement, participation, and
comprehension in an online learning environment. The findings contribute to a greater
understanding of how well-designed interventions can transform the learning experience and
increase student engagement in virtual education settings.
The research findings have substantial implications for both educational practice and
future research endeavours. The efficacy of the intervention in augmenting student
engagement and participation during virtual meetings highlights the capacity of purposefully
incorporating pertinent and significant subjects into instructional design. This implies that
educators should contemplate making adjustments to the curriculum that give precedence to
experiential learning and integrate real-world circumstances in order to enhance the virtual
learning experience. Nevertheless, it is crucial to recognize the constraints inherent in this
research, including its narrow scope on a certain subject matter and the restricted size of the
sample. Although the intervention had favourable results, its efficacy may change across
various academic disciplines or when implemented with bigger and more heterogeneous
student cohorts. Furthermore, the study predominantly relied on data obtained through self-
reported surveys and qualitative observations, indicating the need for care when attempting to
apply the findings to a broader population. Future studies might investigate the intervention's
impact's long-term sustainability, assess its application across disciplines, and make use of
larger and more varied sample sizes. Further investigation into the interaction between
different components of instructional design and their influence on student engagement would
contribute to a more comprehensive comprehension of effective approaches in online
learning.
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