logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Research Article

Student Perceptions of Online Learning during the COVID-19 Pandemic in Indonesia: A Study of Phenomenology

Purwadi , Wahyu Nanda Eka Saputra , Amien Wahyudi , Agus Supriyanto , Siti Muyana , Prima Suci Rohmadheny , Restu Dwi Ariyanto , Shopyan Jepri Kurniawan

The Coronavirus disease (COVID-19) pandemic impacted various lines in the international world, including Indonesia. Pandemic COVID-19 in Indonesia has.

T

The Coronavirus disease (COVID-19) pandemic impacted various lines in the international world, including Indonesia. Pandemic COVID-19 in Indonesia has also changed multiple performances in multiple sectors, one of which is education. The concept of learning from home changes lecturers' paradigm as educators in tertiary institutions applying online learning. This study aims to identify students' perceptions of the implementation of online learning during the COVID-19 pandemic. This study uses a qualitative research approach with the type of phenomenology. The subject of this study was 22 students in Indonesia who experienced the impact of the COVID-19 pandemic. This research instrument uses semi-structured interview guidelines. Students perceive online learning during the COVID-19 pandemic as (1) ineffective learning activities; (2) unpleasant learning activities; (3) limit self-actualization in education; (4) helping to become an independent person in learning; and (5) fun learning activities. Higher Education should create innovative and creative online learning strategies. Thus, students have a high enthusiasm for online learning.

Keywords: Online learning, COVID-19, pandemic, perceptions, phenomenology.

cloud_download PDF
Cite
Article Metrics
Views
5155
Download
4122
Citations
Crossref
20

Scopus
18

References

Aitken, G. (2020). A postdigital exploration of online postgraduate learning in healthcare professionals: a horizontal conception. Postdigital Science and Education, 3, 1–17. https://doi.org/10.1007/s42438-020-00103-w  

Auster, C. J. (2016). Blended learning as a potentially winning combination of face-to-face and online learning: An exploratory study. Teaching Sociology, 44(1), 39–48. https://doi.org/10.1177/0092055X15619217

Bai, Y., Yao, L., Wei, T., Tian, F., Jin, D.-Y., Chen, L., & Wang, M. (2020). Presumed asymptomatic carrier transmission of COVID-19. Jama, 323(14), 1406–1407. https://doi.org/10.1001/jama.2020.2565

Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007

Cobb, S. C. (2009). Social presence and online learning: A current view from a research perspective. Journal of Interactive Online Learning, 8(3), 241-254.

Czerkawski, B. C., & Lyman, E. W. (2016). An instructional design framework for fostering student engagement in online learning environments. TechTrends, 60(6), 532–539. https://doi.org/10.1007/s11528-016-0110-z

Darmaji, D., Kurniawan, D. A., Astalini, A., Lumbantoruan, A., & Samosir, S. C. (2019). Mobile learning in higher education for the industrial revolution 4.0: Perception and response of physics practicum. International Journal of Interactive Mobile Technologies, 13(09), 4–20. https://doi.org/10.3991/ijim.v13i09.10948

De Gagne, J. C., & Walters, K. J. (2010). The lived experience of online educators: Hermeneutic phenomenology. Journal of Online Learning and Teaching, 6(2), 357–366.

DiRienzo, C., & Lilly, G. (2014). Online versus face-to-face: Does delivery method matter for undergraduate business school learning? Business Education & Accreditation, 6(1), 1–11.

Dixson, M. D. (2015). Measuring student engagement in the online course: The Online Student Engagement scale (OSE). Online Learning, 19(4), 1-15. https://doi.org/10.24059/olj.v19i4.561

Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(3), 1-16. https://doi.org/10.1186/s41239-017-0087-5

Esler, M., & Esler, D. (2020). Can angiotensin receptor-blocking drugs perhaps be harmful in the COVID-19 pandemic? Journal of Hypertension, 38(5), 781–782. https://doi.org/10.1097/HJH.0000000000002450

Fedynich, L., Bradley, K. S., & Bradley, J. (2015). Graduate students’ perceptions of online learning. Research in Higher Education Journal, 27, 1-13.

Galea, S., Merchant, R. M., & Lurie, N. (2020). The mental health consequences of COVID-19 and physical distancing: The need for prevention and early intervention. JAMA Internal Medicine, 180, (6), 817-818. https://doi.org/10.1001/jamainternmed.2020.1562

Grover, S., Dua, D., Sahoo, S., Mehra, A., Nehra, R., & Chakrabarti, S. (2020). Why all COVID-19 hospitals should have mental health professionals: The importance of mental health in a worldwide crisis! Asian Journal of Psychiatry, 51, 102147. https://doi.org/10.1016/j.ajp.2020.102147

Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. American Journal of Distance Education, 11(3), 8–26. https://doi.org/10.1080/08923649709526970

Hartnett, M., St George, A., & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted, and situation-dependent. International Review of Research in Open and Distributed Learning, 12(6), 20–38. https://doi.org/10.19173/irrodl.v12i6.1030

Hayashi, A., Chen, C., Ryan, T., & Wu, J. (2020). The role of social presence and moderating role of computer self efficacy in predicting the continuance usage of e-learning systems. Journal of Information Systems Education, 15(2), 139-154. https://doi.org/10.19173/irrodl.v12i6.1030  

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review, 27, 1-12.

Holzweiss, P. C., Joyner, S. A., Fuller, M. B., Henderson, S., & Young, R. (2014). Online graduate students’ perceptions of best learning experiences. Distance Education, 35(3), 311–323. https://doi.org/10.1080/01587919.2015.955262

Huda, M., Maseleno, A., Atmotiyoso, P., Siregar, M., Ahmad, R., Jasmi, K., & Muhamad, N. (2018). Big data emerging technology: Insights into innovative environment for online learning resources. International Journal of Emerging Technologies in Learning, 13(1), 23–36. https://doi.org/10.3991/ijet.v13i01.6990

Jahnke, I. (2011). How to Foster Creativity in Technology Enhanced Learning? In B. White, I. King & P. Tsang (Eds.), Social media tools and platforms in learning environments (pp. 95–116). Springer. https://doi.org/10.1007/978-3-642-20392-3_6

Jarvis, C. I., Van Zandvoort, K., Gimma, A., Prem, K., Klepac, P., Rubin, G. J., & Edmunds, W. J. (2020). Quantifying the impact of physical distance measures on the transmission of COVID-19 in the UK. BMC medicine, 18, 1-10. https://doi.org/10.1186/s12916-020-01597-8

Jenner, S., Zhao, M., & Foote, T. H. (2010). Teamwork and team performance in online simulations: The business strategy game. Journal of Online Learning and Teaching, 6(2), 416-430.

Karabenick, S. A., & Berger, J.-L. (2013). Help seeking as a self-regulated learning strategy. In H. Bembenutty, T. J. Cleary & A. Kitsantas (Eds.), Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman (p. 237–261). IAP Information Age Publishing.

Kuntoro, R. D., & Al-Hawamdeh, S. (2003). E-learning in higher educational institutions in Indonesia. Journal of Information & Knowledge Management, 2(04), 361–374. https://doi.org/10.1142/S0219649203000553

Lee, B.-C., Yoon, J.-O., & Lee, I. (2009). Learners’ acceptance of e-learning in South Korea: Theories and results. Computers & Education, 53(4), 1320–1329. https://doi.org/10.1016/j.compedu.2009.06.014

Lee, E., Pate, J. A., & Cozart, D. (2015). Autonomy support for online students. TechTrends, 59(4), 54–61. 54–61. https://doi.org/10.1007/s11528-015-0871-9

Lee, H., Chang, H., & Bryan, L. (2020). Doctoral students’ learning success in online-based leadership programs: intersection with technological and relational factors. The International Review of Research in Open and Distributed Learning, 21(1), 61–81. https://doi.org/10.19173/irrodl.v20i5.4462

Lee, S. J., Ngampornchai, A., Trail-Constant, T., Abril, A., & Srinivasan, S. (2016). Does a case-based online group project increase students’ satisfaction with interaction in online courses? Active Learning in Higher Education, 17(3), 249–260. https://doi.org/10.1177/1469787416654800

Lin, Y.-T. (2019). Impacts of a flipped classroom with a smart learning diagnosis system on students’ learning performance, perception, and problem solving ability in a software engineering course. Computers in Human Behavior, 95, 187–196. https://doi.org/10.1016/j.chb.2018.11.036

Liu, Y.-H., Kwon, K., & Johnson, L. P. (2018). Exploration of factors in the early collaboration phase affecting virtual groups’ overall collaborative learning experiences. Journal of Educational Computing Research, 56(4), 485–512. https://doi.org/10.1177/0735633117715034

Loh, J., & Smyth, R. (2010). Understanding students’ online learning experiences in virtual teams. Journal of Online Learning and Teaching, 6(2), 335–342.

Louis, R. (2013). A descriptive case study of meaningful online learning experiences in the 3D virtual game "Quest Atlantis" [Unpublished master's thesis]. University of Calgary. https://doi.org/10.11575/PRISM/24708

Luschei, T. F., Dimyati, S., & Padmo, D. (2008). Maintaining e3-learning while transitioning to online instruction: The case of the Open University of Indonesia. Distance Education, 29(2), 165–174. https://doi.org/10.1080/01587910802154962

Mace, D. H. P. (2015). Teacher practice online: Sharing wisdom, opening doors. Teachers College Press.

Maddix, M. A. (2013). Developing Online Learning Communities1. Christian Education Journal, 10(1), 139–148. https://doi.org/10.1177/073989131301000111

Mehta, P., McAuley, D. F., Brown, M., Sanchez, E., Tattersall, R. S., & Manson, J. J. (2020). COVID-19: Consider cytokine storm syndromes and immunosuppression. The Lancet, 395(10229), 1033–1034. https://doi.org/10.1016/S0140-6736(20)30628-0

Mizumoto, K., Kagaya, K., Zarebski, A., & Chowell, G. (2020). Estimating the asymptomatic proportion of coronavirus disease 2019 (COVID-19) cases on board the Diamond Princess Cruise Ship, Yokohama, Japan, 2020. Eurosurveillance, 25(10), 1-5. https://doi.org/10.2807/1560-7917.ES.2020.25.10.2000180

Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609-611. https://doi.org/10.1080/02607476.2020.1755205

Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29–48. https://doi.org/10.1080/01587910500081269

Özhan, Ş. Ç., & Kocadere, S. A. (2020). The effects of flow, emotional engagement, and motivation on success in a gamified online learning environment. Journal of Educational Computing Research, 57(8), 2006–2031. https://doi.org/10.1177/0735633118823159

Padmo, D., Belawati, T., Idrus, O., & Ardiasih, L. S. (2017). The state of practice of mobile learning in Universitas Terbuka Indonesia. In A. Murphy, H. Farley, L. Dyson & Jones H. (Eds.), Mobile Learning in Higher Education in the Asia-Pacific Region (pp. 173–190). Springer. https://doi.org/10.1007/978-981-10-4944-6_9

Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35, 157–170. https://doi.org/10.1016/j.chb.2014.02.048

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33

Poquet, O., Kovanović, V., de Vries, P., Hennis, T., Joksimović, S., Gašević, D., & Dawson, S. (2018). Social presence in massive open online courses. International Review of Research in Open and Distributed Learning, 19(3). 43-68. https://doi.org/10.19173/irrodl.v19i3.3370

Saputra, W. N. E., Mappiare-AT, A., Hidayah, N., Ramli, M., & Triyono. (2021). KH Ahmad Dahlan’s the values of peace in the novel entitled Sang Pencerah: A hermeneutics study. Pegem Journal of Education and Instruction, 11(2), 32–42. https://doi.org/10.14527/pegegog.2021.04

Sari, E. R. (2012). Online learning community: A case study of teacher professional development in Indonesia. Intercultural Education, 23(1), 63–72. https://doi.org/10.1080/14675986.2012.664755

Shachar, M., & Neumann, Y. (2010). Twenty years of research on the academic performance differences between traditional and distance learning: Summative meta-analysis and trend examination. MERLOT Journal of Online Learning and Teaching, 6(2), 318-334.

Shi, S., Mishra, P., Bonk, C. J., & Tan, S. (2010). Teacher moderating and student engagement in synchronous computer conferences. MERLOT Journal of Online Learning and Teaching, 6(2), 431–445.

Shohel, M. M. C., & Power, T. (2010). Introducing mobile technology for enhancing teaching and learning in Bangladesh: Teacher perspectives. Open Learning: The Journal of Open, Distance and e-Learning, 25(3), 201–215. https://doi.org/10.1080/02680513.2010.511953

Singhal, T. (2020). A review of coronavirus disease-2019 (COVID-19). The Indian Journal of Pediatrics, 28, (4), 1–6. https://doi.org/10.1007/s12098-020-03263-6

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

Somenarain, L., Akkaraju, S., & Gharbaran, R. (2010). Student perceptions and learning outcomes in asynchronous and synchronous online learning environments in a biology course. MERLOT Journal of Online Learning and Teaching, 6(2), 353–356.

Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1), 59–70. https://doi.org/10.1016/j.iheduc.2003.11.003

Stack, S. (2015). Learning Outcomes in an online vs traditional course. International Journal for the Scholarship of Teaching and Learning, 9(1), 1-18. https://doi.org/10.20429/ijsotl.2015.090105

Tantrarungroj, P., & Lai, F.-Q. (2011). Effect of embedded streaming video strategy in an online learning environment on the learning of neuroscience. International Journal of Learning, 17(11), 17-28.

Tasir, Z., & Al-Dheleai, Y. (2019). Web 2.0 for fostering students’ social presence in online learning-based interaction. JOTSE: Journal of Technology and Science Education, 9(1), 13–19. https://doi.org/10.3926/jotse.552

Tratnik, A., Urh, M., & Jereb, E. (2019). Student satisfaction with an online and a face-to-face Business English course in a higher education context. Innovations in Education and Teaching International, 56(1), 36–45. https://doi.org/10.1080/14703297.2017.1374875

Tu, C.-H., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. The American Journal of Distance Education, 16(3), 131–150. https://doi.org/10.1207/S15389286AJDE1603_2

Turabian, J. L. (2020). Implications on mental health by the coronavirus disease 2019 (COVID-19) pandemic: The role of general practitioner. Health, 7(8), 35-41. https://doi.org/10.29328/journal.apmh.1001016

Turvey, K. (2006). Towards deeper learning through creativity within online communities in primary education. Computers & Education, 46(3), 309–321. https://doi.org/10.3926/jotse.552

Wandler, J. B., & Imbriale, W. J. (2017). Promoting Undergraduate Student Self-Regulation in Online Learning Environments. Online Learning, 21(2), 1-16. https://doi.org/10.24059/olj.v21i2.881

Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945–947. https://doi.org/10.1016/S0140-6736(20)30185-9

Wilson, D., & Allen, D. (2011). Success rates of online versus traditional college students. Research in Higher Education Journal, 14, 1-9.

Wiretna, C. D., Saputra, W. N. E., Muarifah, A., & Barida, M. (2020). Effectiveness of Solution-Focused Brief Counseling to Reduce Online Aggression of Student. Universal Journal of Educational Research, 8(3), 1092–1099. https://doi.org/10.13189/ujer.2020.080344

Wise, A., Chang, J., Duffy, T., & Del Valle, R. (2004). The effects of teacher social presence on student satisfaction, engagement, and learning. Journal of Educational Computing Research, 31(3), 247–271. https://doi.org/10.2190/V0LB-1M37-RNR8-Y2U1

Yeo, C., Kaushal, S., & Yeo, D. (2020). Enteric involvement of coronaviruses: Is faecal–oral transmission of SARS-CoV-2 possible? The Lancet Gastroenterology & Hepatology, 5(4), 335–337. https://doi.org/10.1016/S2468-1253(20)30048-0

Zhan, Z., & Mei, H. (2013). Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students’ learning achievement and satisfaction across environments. Computers & Education, 69, 131–138. https://doi.org/10.1016/j.compedu.2013.07.002

Zhang, S., & Liu, Q. (2019). Investigating the relationships among teachers’ motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities. Computers & Education, 134, 145–155. https://doi.org/10.3390/jrfm13030055

Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: china’s education emergency management policy in the COVID-19 outbreak. Multidisciplinary Digital Publishing Institute.

Zhang, Z., Li, Z., Liu, H., Cao, T., & Liu, S. (2020). Data-driven online learning engagement detection via facial expression and mouse behavior recognition technology. Journal of Educational Computing Research, 58(1), 63–86. https://doi.org/10.1177/0735633119825575

Zheng, Y.-Y., Ma, Y.-T., Zhang, J.-Y., & Xie, X. (2020). COVID-19 and the cardiovascular system. Nature Reviews Cardiology, 17(5), 259–260. https://doi.org/10.1038/s41569-020-0360-5

...