REVEALING HIGHER EDUCATION STUDENTS’ READINESS FOR ABRUPT ONLINE LEARNING IN INDONESIA AMIDST COVID-19
INTRODUCTION
Since the first quarter of 2020, Covid-19 has become a
pandemic worldwide. Once the World Health Organization (WHO) announced
Covid-19 as a
global pandemic, the
world rushed to cover all potentials, which resulted in
the addition of positive patients Covid-19, including the cessation of
public activities, social
or physical distancing, and
a lockdown announcement (Chavez et al., 2020). The
cessation includes the demand for working and learning from home. These kinds
of situations hit the education system in some affected countries, and
Indonesia is no exception. The government
has made drastic
changes to adjust
the teaching and
learning process. All students at the early childhood education level up
to the higher education level were forced to
change their regulations
in distance learning
(Churiyah et al.,
2020). The implementation of distance learning by engaging the use of
technology is noted in carrying out the teaching and learning activities in a
structured manner in which there is normal, substantive, and supportive
communication or relationships between students and teachers (Bozkurt et al.,
2015; Buselic, 2012; Griffiths, 2016).
Furthermore, online learning emphasizes the synchronous
and asynchronous models which offer
internet-based learning. In
conducting synchronous learning,
students and teacher
are engaged in direct interaction through any online media. Meanwhile, in asynchronous learning,
students and teachers
are not engaged
directly at the
same time (Rasmitadila
et al., 2020). Practically, in
higher education, online
distance learning could
take shape as
the flipped classroom, hybrid,
mixed asynchronous-synchronous, and all asynchronous learning. For sure,
the application of
distance or online
learning needs the
involvement of the
internet and technology use. It
seems that technology takes over online learning, but teachers and students’ role goes
beyond the appearance of
technology. Online learning does not stop only at the use of technology,
but it emphasizes
how students connect
with content, instructors
or teachers, and other students;
to acquire information and advance through learning experience (Eko et al.,
2020).
It is undeniable that online learning has brought many
benefits to education, as postulated by some online researchers (Aljawarneh,
2020; Alomyan, 2017; Eko et al., 2020; Linjawi & Alfadda, 2018). However,
the most troubling is the unresolved issue of online learner retention rates
(Doe et al., 2017). Smith (2010) also found out that more than 40% of students
of online students appear to break off of online classes in total. Besides, Doe
et al. (2017) mention that technology can facilitate social exchange. Still,
ultimately social experiences are essential for the emotions of the students,
not technology. In essence, the emotional experience affects. The emotional
experience, in turn, influences how actively the learner engages. In
conclusion, one Revealing Higher Education Students’ Readiness significant
factor that cannot be overlooked in any online attrition rate discourse is how
ready students for online learning.
In line with the previous proofs, students’ readiness to
use technology was one of the most prominent keys to successfully conducting
online learning in Indonesia during the COVID-19 pandemic (Hasani
et al., 2020).
They found that
students’ readiness is
a predictor of
online learning. Students’ self-competence, which refers to students’
self-efficacy in ICT, is one of the success keys of online learning. In line
with (Chung et al., 2020), the more confidence the students in using ICT will
enhance their readiness to complete their online learning. Readiness is a
potent factor in the effective implementation of e-learning. The most critical
readiness factor in this context is the
readiness of students,
professors, and technology.
The attitude of
individuals, especially learners, is also a key factor determining how
online learning could be conducted successfully (Ali, 2010; Rasouli et al.,
2016).
Thus, a teacher
needs to examine
students’ readiness to
conduct online learning.
Most researchers used Online
Learning Readiness Scale (OLRS) proposed by (Hung et al., 2010). Five
aspects are being
concerned, such as
computer/internet
self-efficacy, self-directed learning,
learner control, motivation for learning, and online communication
self-efficacy.
Many
investigations mentioned previously
highlighted the importance
of assessing students’ readiness
for online learning. There are still limited related studies that explore more
in which
aspect of readiness
students encounter difficulty
in enhancing their
readiness and abrupt online
learning for higher
education in Indonesia.
As Kementerian Pendidikan
dan Kebudayaan Republik Indonesia (Mendikbud/Ministry of Education and Culture) (cited in Eko et al., 2020) has announced,
the COVID-19 pandemic results in the usual direct full face-to-face learning in
the classroom switch to an online learning setting, which probably will last
until the end of the semester. Having full online learning throughout the
semester is a new challenge for both the teachers and the students. In line with
the situation above, the English Education Study Program students at Tidar
University, Indonesia, have impacted an
abrupt adoption of the learning system. They were forced to shift their
learning routines from flipped and blended or hybrid learning to fully online
learning for the whole semester. That was such an abrupt shift for the students
to adjust themselves to promote their learning achievements. By focusing on
the students’ readiness
for abrupt online
learning, this study
investigates their readiness covering the five aspects proposed
by Hung et al. (2010) and which aspect becomes a nuisance for the students
during the abrupt online learning.
Regarding the indefinite condition of the COVID 19 pandemic in
Indonesia, resolving aspects that become
a burden for
the students on
online learning is crucial in this study to promote online learning
success.
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