This research suggests an add-on working compatibly with Google Forms to construct multiple-choice questions (MCQs). This add-on comprises two main components including software for constructing MCQs and a data storage for collecting data used to compose MCQs. I demonstrated effectiveness of the add-on by applying it in the context of repetition online learning in which students could learn relearn and take an exam of which MCQs generated by the add-on. At the last step of this research I suggest using a sentiment analysis method – based on natural language processing and machine learning to find environmental factors and teaching strategies suitable for the repetition online learning.

Online learning has been growing rapidly in recent years providing increased opportunities for tertiary institutes to reach out to learners who previously may have had limited access to a traditional university. Although students frequently use information technologies in their daily life online learning requires considerably more competencies than basic computer skills. Many students are unsuccessful in their learning without face-to-face contact and collaboration with lecturers and peers. They can feel isolated and doubt their ability to succeed in the online course. To increase online learner success support is needed especially to improve learner self-efficacy. Very few studies have focused on student self-efficacy in an online learning environment and especially those conducted in an authentic setting. Learner control is thought to facilitate students in online learning but the relationship between learner control and learner self-efficacy is still unclear. Therefore this study intends to examine this relationship using an embedded-correlational mixed method design to answer the research question what is the relationship between learner control and online learning self-efficacy? The quantitative approach was used to find the correlations among learner control online learning self-efficacy and related variables such as age gender prior online experience and computer skills. An online Learning Self-efficacy Scale (OLSES) was constructed and validated with an internal consistency of 0.895. Open-ended questions were added to the questionnaire to gain a greater level of insight of online learning experience in relation to self-efficacy and learner control. Seventy-five students in a four year teaching online programme at a New Zealand tertiary institute participated in the online survey. Data analyses revealed that the relationship between learner control and online learning self-efficacy was confirmed r = .526 p < .01. Age and gender had no effect on the relationship while prior online experience computer skills for social and academic purposes did. The multiple linear regression showed that learner control and computer skills for academic purpose are good predictors of online learning self-efficacy. Analyses of the qualitative data not only confirmed the quantitative findings but also provided insight into the nature of self-efficacy and importance of feedback in the online setting. As a result of this study the embedded framework for successful line learners (SUCCESS) was developed and is recommended as a set of guidelines for online learning developers.

The objectives of this research were (1) to compare the educational results of online learning module which the results were separated by sample groups and educational objectives leveland (2) to evaluate the satisfaction for the use of online learning module of sample groups. The research hypothesis were (1) the proportion of sample who were good or better level of educational objective writing were equal or more than 0.5 and (2) mean of satisfaction for online learning moduleof educational objectives were equal or more than 3.5. The online learning module was developed with compute software and divides the study methods into 3 categories. Firstthe internet systemsecondthe asobe acrobat file (PDF) and third the help file of Microsoft.The content of each category was same and their constructional qualities were checked by specialist of educational measurement and computer.This module was applied to pilot project with 15 sample sizes and all samples of the study were 166 persons.All of them were volunteers. Results of the research were : After studying almost sample got the good level of education behavioral objective writing. The amount of objective writing for good level is mare than the amount of objective writing for medium level and the amount of objective writing for medium level is more than the amount of objective writing for poor level. The hypothesis testing was shown that : the proportion of samples who were good or btter level of educational objective writing were equal or more than 0.5 and mean of satisfaction for onlie leaming module of educational objectives were equla or more tgab 3.5 Result of research found that teachers students and other on educational area can use this online learning module for more developing educational materials.