Reflections on online learning in higher education: Survey of students at nine Indonesian universities
Keywords:
online learning, higher education, learning loss, digital literacy, students’ commitment and preferences
Abstract
This research discusses the quality of the higher education implementation of online learning in the last two years. The data were obtained from students who filled out open-ended electronic questionnaires. The data were then analyzed descriptively and qualitatively using Critical Success Factors (CSFs). However, this research highlights what other scholars have never found. First, the most prominent obstacles are lecturers' low digital literacy and the high level of distractors in the students’ physical environment. Second, students have distinctive commitments and preferences while participating in online learning. This research expounds that instead of gaining meaningful learning experiences, students prioritize filling out attendance lists and assignments submission. This research concludes that students’ commitments and preferences are not only linked to the experienced issues but also influenced by the lecturers' competence. Those who force themselves to study in ineffective learning are highly at risk of learning loss.
References
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Mertens, D. M. (2010). Reserach and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (3rd ed.). Sage Publication.
Miftakhuddin, A. M., & Zulfiati, H. M. (2019). Misconceptions between social studies and social sciences among pre-service elementary teachers. International Journal of Education, 12(1), 16-25. https://doi.org/10.17509/ije.v12i1.17514
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
Mosakhani, M., & Jamporazmey, M. (2010). Introduce critical success factors (CSFs) of elearning for evaluating e-learning implementation success. 20IO International Coriference on Educational and Information Technology, Iceit, 224–228.
Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, limitations and recommendations for online learning during covid-19 pandemic era. Pakistan Journal of Medical Sciences, 36(COVID19-S4), S27–S31. https://doi.org/10.12669/pjms.36.COVID19-S4.2785
Mulyani, Fidyati, Suryani, Suri, M., & Halimatussakdiah. (2021). University students’ perceptions through e-learning implementation during covid-19 pandemic: Positive or negative features dominate? Studies in English Language and Education, 8(1), 197–211.
Mulyono, H., Suryoputro, G., & Ramadhanya, S. (2021). The application of WhatsApp to support online learning during the COVID-19 pandemic in Indonesia. Heliyon, 7(March), e07853. https://doi.org/10.1016/j.heliyon.2021.e07853
Naveed, Q. N., Qureshi, M. R. N., Tairan, N., Mohammad, A. H., Shaikh, A., Alsayed, A. O., Shah, A., & Alotaibi, F. M. (2020). Evaluating critical success factors in implementing e-learning system using multi-criteria decision-making. PLoS ONE, 15(5), 1–25. https://doi.org/10.1371/journal.pone.0231465
Nitko, A. J., & Brookhart, S. M. (2011). Educational assessment of students (6th ed.). Pearson Education.
Ozkan, S., & Koseler, R. (2009). Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation. Computers & Education, 53(4), 1285–1296. https://doi.org/10.1016/j.compedu.2009.06.011
Padmo, D., Ardiasih, L. S., & Idrus, O. (2020). Online learning during the covid-19 pandemic and its effect on future education in Indonesia. In L. Naumovska (Ed.), The impact of covid19 on the international system. https://doi.org/10.51432/978-1-8381524-0-6_5
Pakpahan, N. H. (2020). The use of flipped classroom during covid-19 pandemic. Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2020), 491, 286–291. https://doi.org/10.2991/assehr.k.201201.051
Pei, L., & Wu, H. (2019). Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Medical Education Online. https://doi.org/10.1080/10872981.2019.1666538
Pelikan, E. R., Korlat, S., Reiter, J., Holzer, J., Mayerhofer, M., Schober, B., Spiel, C., Hamzallari, O., Uka, A., Chen, J., Välimäki, M., Puharić, Z., Anusionwu, K. E., Okocha, A. N., Zabrodskaja, A., Salmela-Aro, K., Käser, U., Schultze-Krumbholz, A., Wachs, S., … Lüftenegger, M. (2021). Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination–a multi-country study. PLoS ONE, 16(10 October), 1–23. https://doi.org/10.1371/journal.pone.0257346
Rahiem, M. D. H. (2021). Indonesian university students ’ likes and dislikes about emergency remote learning during the covid-19 pandemic. Asian Journal of University Education, 17(1).
Rawashdeh, A. Z. Al, Mohammed, E. Y., Arab, A. R. Al, Alara, M., & Al-Rawashdeh, B. (2021). Advantages and disadvantages of using E-learning in university education: Analyzing students’ perspectives. Electronic Journal of E-Learning, 19(2), 107–117. https://doi.org/10.34190/ejel.19.3.2168
Saha, S. M., Pranty, S. A., Rana, M. J., Islam, M. J., & Hossain, M. E. (2022). Teaching during a pandemic: Do university teachers prefer online teaching? Heliyon, 8(October 2021), e08663. https://doi.org/10.1016/j.heliyon.2021.e08663
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Published
2022-11-30
How to Cite
Miftakhuddin, M., Purba, O., & Saprudin, S. (2022). Reflections on online learning in higher education: Survey of students at nine Indonesian universities. Pedagogi: Jurnal Ilmu Pendidikan, 22(2), 51-62. https://doi.org/https://doi.org/10.24036/pedagogi.v22i2.1336
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Article
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