THE PERSPECTIVE OF THE STUDENTS OF UNIVERSITAS KRISTEN INDONESIA REGARDING ONLINE LEARNING METHOD DURING THE COVID-19 PANDEMIC
DOI:
https://doi.org/10.33541/dia.v12i2.7524Keywords:
online learning, teaching methods, digital literacy, qualitative research, COVID-19 pandemic, student perspectiveAbstract
The COVID-19 pandemic forced educational institutions worldwide to rapidly transition from traditional face-to-face learning to online learning systems. This qualitative study aims to explore the perspectives of English Literature students at Universitas Kristen Indonesia regarding their experiences with online learning methods during the pandemic. Data were collected through interviews and field notes from 23 active students who experienced full online learning from 2020 until 2023. Using purposive sampling, the research focused on student responses to four main questions addressing their likes, dislikes, encountered barriers, and suggestions for improving online learning methods. The findings revealed that while students appreciated the flexibility, varied learning media, and opportunities for independent study, they also encountered numerous challenges, including internet connection problems, device limitations, excessive workloads, concentration difficulties, and monotonous teaching methods. The research highlights the importance of integrating interactive, flexible, and creative teaching approaches, improving digital literacy for both lecturers and students, and fostering positive lecturer-student interactions. This study contributes uniquely by providing in-depth qualitative insights from students within a specific program and institutional setting in Indonesia. It offers valuable recommendations for teaching practitioners and educational institutions to enhance the effectiveness and engagement of online learning systems, especially in similar crises or blended learning environments in the future.
References
Adams, D. (2018). Assessing the impact of online-learning effectiveness and benefits in higher education. Sustainability, 14(5), 2570. https://doi.org/10.3390/su14052570
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180
Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45–51. https://doi.org/10.33902/JPSP.2020261309
Agung, A. S. N., Surtikanti, M. W., & Quinones, C. A. (2020). Students’ perception of online learning during COVID-19 pandemic: A case study on the English students of STKIP Pamane Talino. Journal of Social Sciences and Humanities, 10(2), 225–235. https://doi.org/10.31940/jssh.v10i2.1316
Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson (Ed.), The theory and practice of online learning (pp. 3–31). Athabasca University Press.
Banson, J., & Arthur-Nyarko, E. (2021). Co-regulated learning and online learning: A systematic review. Social Sciences & Humanities Open, 4(1), 100130. https://doi.org/10.1016/j.ssaho.2021.100130
Bartley, S. J., & Golek, J. H. (2004). Evaluating the cost-effectiveness of online and face-to-face instruction. Educational Technology & Society, 7(4), 167–175.
Basar, Z. M., Mansor, A. N., Jamaludin, K., & Alias, B. (2021). The effectiveness and challenges of online learning for secondary school students: A case study. Asian Journal of University Education, 17(3), 119–129. https://doi.org/10.24191/ajue.v17i3.14514
Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191
Culdüz, M. (2023). Benefits and challenges of e-learning, online education, and distance learning. ResearchGate. https://www.researchgate.net/publication/379274516
Darwis, M., Nurkuraeni, F., & Hasyim, N. (2024). Comparative study of student learning outcomes between online and offline learning at SMAN 22 Bone. Journal of Educational Development and Learning (JEDAL), 1(1). https://doi.org/10.70188/4mfjbc56
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30, 452–465. https://doi.org/10.1007/s12528-018-9179-z
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001
Hermanto, Y. B., & Srimulyani, V. A. (2021). Effectiveness of online learning: The learning methods and media. ResearchGate. https://www.researchgate.net/publication/359102817_Effectiveness_of_Online_Learning_The_Learning_Methods_and_Media
Le, T. T. T. (2022). A study on the advantages and disadvantages of online learning at a university in Vietnam during Covid–19 pandemic era. IOSR Journal of Research & Method in Education, 12(2), 44–48. https://www.iosrjournals.org/iosr-jrme/papers/Vol-12%20Issue-2/Ser-4/G1202044448.pdf
Maddison, T., & Kumaran, M. (2017). Distributed learning. In Distributed Learning (pp. 1–20). Elsevier. https://doi.org/10.1016/B978-0-08-100598-9.00002-7
Marek, M. W., Chew, C. S., & Wu, W. C. V. (2021). Benefits and challenges of e-learning, online education, and distance learning. ResearchGate. https://www.researchgate.net/publication/379274516
Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social Sciences & Humanities Open, 3(1), 100101. https://doi.org/10.1016/j.ssaho.2020.100101
OECD. (2016). Innovating education and educating for innovation: The power of digital technologies and skills. OECD Publishing. https://doi.org/10.1787/9789264265097-en
Ponio, J. (2021). Students’ preparedness for online learning and its effectiveness: A regression analysis among students of a public university. International Journal of Educational Communications and Technology, 5(1), 1–8. https://ph01.tci-thaijo.org/index.php/IJECT/article/view/248524
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the COVID-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2021). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. https://doi.org/10.1016/j.compedu.2019.103701
Smart, K. L., & Cappel, J. J. (2006). Students’ perceptions of online learning: A comparative study. Journal of Information Technology Education: Research, 5(1), 201–219. https://doi.org/10.28945/243
Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157–190. https://doi.org/10.28945/3502
Sun, L., Tang, Y., & Zuo, W. (2020). Coronavirus pushes education online. Nature Materials, 19(6), 687. https://doi.org/10.1038/s41563-020-0678-8
Wong, L. H., Chai, C. S., & Aw, G. P. (2019). Seamless learning in the age of mobile connectivity. Asia-Pacific Education Researcher, 28(1), 1–3. https://doi.org/10.1007/s40299-018-0419-0
.jpg)
