Students Counselling Guidance Using Digital Platforms and Satisfaction for Online Learning

Asriyanti Rosmalina(1),

DOI: https://doi.org/10.46843/jiecr.v4i1.459


(1) Institute Agama Islam Negeri Syekh Nurjati Cirebon, Indonesia

Abstract

The study aimed to obtain an analysis of the use of digital platforms and the level of satisfaction through student prospects during dare learning which has been carried out for 2 years at the State Islamic Institute of Sheikh Nurjati Cirebon. This study was designed using mixed methods, namely qualitative and quantitative methods. The participants in this study were students of the Faculty of Ushuluddin Adab and Da'wah of Institute Agama Islam Negeri Syekh Nurjati Cirebon with a total of 758 students. They are students in the even semester of the 2020-2021 and 2021-2022 academic years. Data collection was carried out using a questionnaire distributed to participants, observations and documents. The data obtained were analyzed using quantitative data analysis using MS Excel. For the qualitative analysis, the inductive coding technique was used. The results of the data analysis found two main conclusions, namely, first, the use of digital platforms is related to digital competence, and the level of student motivation and responsibility is lower. Meanwhile, the online learning environment and digital technology facilities are quite good. The second conclusion is the level of satisfaction which shows students are dissatisfied with the aspects of interaction, evaluation, communication, and the usefulness of online learning. The results of these findings also recommend that teachers pay attention to the level of needs, abilities, and readiness of students in carrying out online learning.

Keywords

Digital Platforms, Learning, Online, Satisfaction, Students

Full Text:

PDF

References

Abrami, P. C., Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in Distance Education and Online Learning: Using Evidence and... Journal of Computing in Higher Education, 23(2), 82–103.

Adijaya, N., & Santosa, L. P. (2018). Persepsi Mahasiswa dalam Pembelajaran Online. Wanastra: Jurnal Bahasa Dan Sastra, 10(2), 105–110. https://doi.org/10.31294/W.V10I2.3931

Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. https://doi.org/10.1016/j.ijedro.2020.100011

Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2022). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, 11(2), 380–400. https://doi.org/10.1108/AEDS-06-2020-0131

Ali, W. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic. Higher Education Studies, 10(3), p16. https://doi.org/10.5539/HES.V10N3P16

Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133–148. https://doi.org/10.1080/01587919.2018.1553562

Al-Samarraie, H., Teng, B. K., Alzahrani, A. I., & Alalwan, N. (2018). E-learning continuance satisfaction in higher education: a unified perspective from instructors and students. Studies in Higher Education, 43(11), 2003–2019. https://doi.org/10.1080/03075079.2017.1298088

Alsarayreh, R. (2020). Using blended learning during COVID-19. Cypriot Journal of Educational Sciences, 15(6), 1544–1556. https://doi.org/10.18844/CJES.V15I6.5298

Alshawabkeh, A. A., Woolsey, M. L., & Kharbat, F. F. (2021). Using online information technology for deaf students during COVID-19: A closer look from experience. Heliyon, 7(5), e06915.

Amin, M. M., & Paiman, N. (2022). University English Language Teachers’ Use of Digital Platforms for Online Teaching. International Journal of Emerging Technologies in Learning (IJET), 17(20), 134–148.

Aznam, N., Perdana, R., Jumadi, J., Wiyatmo, Y., & Nurcahyo, H. (2021). Motivation and Satisfaction in Online Learning during Pandemic Covid-19: A Systematic Review. International Journal of Evaluation and Research in Education (IJERE), 11(2). https://doi.org/10.11591/IJERE.V11I2.21961

Bayrak, D. F., Moanes, D. M., & Altun, D. A. (2020). Development of online course satisfaction scale. Turkish Online Journal of Distance Education, 21(4), 110–122. https://doi.org/10.17718/TOJDE.803378

Blahušiaková, M., Mokošová, D., & Šoltés, E. (2021). Education in Online Environment from Students’ and Teachers’ Perspective. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 9(2), 203–226. https://doi.org/10.23947/2334-8496-2021-9-2-203-226

Bryman, A. (2012). Quantity and Quality in Social Research. Routledge.

Cavalcanti, A. P., Barbosa, A., Carvalho, R., Freitas, F., Tsai, Y. S., Gašević, D., & Mello, R. F. (2021). Automatic feedback in online learning environments: A systematic literature review. Computers and Education: Artificial Intelligence, 2, 100027. https://doi.org/10.1016/J.CAEAI.2021.100027

Chen, P. H., & Adesope, O. (2016). The effects of need satisfaction on EFL online learner satisfaction. Distance Education, 37(1), 89–106. https://doi.org/10.1080/01587919.2016.1155962

Cifuentes, L. (2021). Theories and Frameworks for Online Education. A Guide to Administering Distance Learning, 79–103. https://doi.org/10.1163/9789004471382_005

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches fifth edition. SAGE Publications Inc.

Creswell, J.W., Clark, V. L. P. (2017). Designing & conducting mixed methods research. SAGE PUBLICATIONS.

Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1–2), 91–96. https://doi.org/10.1007/S11125-020-09464-3

Deng, L., & Tavares, N. J. (2013). From Moodle to Facebook: Exploring students’ motivation and experiences in online communities. Computers and Education, 68, 167–176. https://doi.org/10.1016/J.COMPEDU.2013.04.028

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

Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118. https://doi.org/10.1016/j.childyouth.2020.105440

Duensing, A., Stickler, U., Batstone, C., & Heins, B. (2012). Face-to-face and online interactions – Is a task a task? Journal of Learning Design, 1(2). https://doi.org/10.5204/JLD.V1I2.14

Gameel, B. G. (2017). Learner Satisfaction with Massive Open Online Courses. American Journal of Distance Education, 31(2), 98–111. https://doi.org/10.1080/08923647.2017.1300462

Giatman, M., Siswati, S., & Basri, I. Y. (2020). Online Learning Quality Control in the Pandemic Covid-19 Era in Indonesia. Journal of Nonformal Education, 6(2), 168–175. https://doi.org/10.15294/jne.v6i2.25594

Gülbahar, Y. (2012). Study of developing scales for assessment of the levels of readiness and satisfaction of participants in e-learning environments. Ankara University Journal of Faculty of Educational Sciences (JFES), 45(2), 119–138. https://doi.org/10.1501/EGIFAK_0000001256

Haller, T., & Novita, S. (2021). Parents’ Perceptions of School Support During COVID-19: What Satisfies Parents? Frontiers in Education, 6, 283. https://doi.org/10.3389/FEDUC.2021.700441/BIBTEX

Harasim, L. (2017). Learning Theory and Online Technologies Second Edition. Routledge.

Herliandry, L. D., Nurhasanah, N., Suban, M. E., & Kuswanto, H. (2020). Pembelajaran Pada Masa Pandemi Covid-19. JTP - Jurnal Teknologi Pendidikan, 22(1), 65–70. https://doi.org/10.21009/JTP.V22I1.15286

Hollister, B., Nair, P., Hill-Lindsay, S., & Chukoskie, L. (2022). Engagement in Online Learning: Student Attitudes and Behavior During COVID-19. Frontiers in Education, 7, 276. https://doi.org/10.3389/FEDUC.2022.851019/BIBTEX

Huang, C. Q., Han, Z. M., Li, M. X., Jong, M. S. yung, & Tsai, C. C. (2019). Investigating students’ interaction patterns and dynamic learning sentiments in online discussions. Computers & Education, 140, 103589. https://doi.org/10.1016/J.COMPEDU.2019.05.015

Ilgaz, H., & Gülbahar, Y. (2015). A snapshot of online learners: e-Readiness, e-Satisfaction and expectations. International Review of Research in Open and Distance Learning, 16(2), 171–187. https://doi.org/10.19173/IRRODL.V16I2.2117

Jackson, L. C., Jones, S. J., & Rodriguez, R. C. (2010). Faculty actions that result in student satisfaction in online courses. Journal of Asynchronous Learning Network, 14(4), 78–96. https://doi.org/10.24059/OLJ.V14I4.129

Kaufmann, R., & Vallade, J. I. (2020). Online student perceptions of their communication preparedness. E-Learning and Digital Media, 18(1), 86–104. https://doi.org/10.1177/2042753020950873

Ku, H.-Y., Tseng, H. W., & Akarasriworn, C. (2013). Collaboration factors, teamwork satisfaction, and student attitudes toward online collaborative learning. Computers in Human Behavior, 29(3), 922–929.

Kuo, Y. C., Walker, A. E., Belland, B. R., & Schroder, K. E. E. (2013). A predictive study of student satisfaction in online education programs. International Review of Research in Open and Distributed Learning, 14(1), 16–39. https://doi.org/10.19173/irrodl.v14i1.1338

Kurucay, M., & Inan, F. A. (2017). Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course. Computers and Education, 115, 20–37. https://doi.org/10.1016/J.COMPEDU.2017.06.010

Ladyshewsky, R. K. (2013). Instructor Presence in Online Courses and Student Satisfaction. International Journal for the Scholarship of Teaching and Learning, 7(1). https://doi.org/10.20429/IJSOTL.2013.070113

Låg, T., & Sæle, R. G. (2019). Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis. AERA Open, 5(3), 233285841987048. https://doi.org/10.1177/2332858419870489

Lee, S. J., Srinivasan, S., Trail, T., Lewis, D., & Lopez, S. (2011). Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning. Internet and Higher Education, 14(3), 158–163. https://doi.org/10.1016/J.IHEDUC.2011.04.001

Machado-da-Silva, F. N., Meirelles, F. de S., Filenga, D., & Filho, M. B. (2014). Student satisfaction process in virtual learning system: Considerations based in information and service quality from Brazil’s experience. Turkish Online Journal of Distance Education, 15(3), 122–142.

Markova, T., Glazkova, I., & Zaborova, E. (2017). Quality Issues of Online Distance Learning. Procedia - Social and Behavioral Sciences, 237, 685–691. https://doi.org/10.1016/j.sbspro.2017.02.043

Marković, M., Pavlović, D., & Mamutović, A. (2021). Students’ experiences and acceptance of emergency online learning due to COVID-19. Australasian Journal of Educational Technology, 37(5), 1–16.

Miles, M., Huberman, A., & Saldaña, J. (2014). Sampling: Bounding the collection of data. In Qualitative Data Analysis: A methods Sourcebook. SAGE.

Moawad, R. A. (2020). Online Learning during the COVID- 19 Pandemic and Academic Stress in University Students. Revista Romaneasca Pentru Educatie Multidimensionala, 12(1Sup2), 100–107.

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.

Omar, H., Embi, M. A., & Md Yunus, M. (2012). ESL learners’ interaction in an online discussion via Facebook. Asian Social Science, 8(11), 67–74. https://doi.org/10.5539/ASS.V8N11P67

Pannen, P. (2019). Indonesia online education and quality assurance. The Higher Education Dialogue on the ASEAN Vision 2025.

Pannen, P. (2021). Quality assurance in online learning at scale at the indonesia cyber education institute. Education in the Asia-Pacific Region, 58, 121–134. https://doi.org/10.1007/978-981-16-0983-1_9/FIGURES/3

Phirangee, K. (2016). Students’ Perceptions of Learner-Learner Interactions that Weaken a Sense of Community in an Online Learning Environment. Online Learning, 20(4), 13–33. https://doi.org/10.24059/OLJ.V20I4.1053

Saputra, N., Nugroho, R., Aisyah, H., & Karneli, O. (2021). Digital skill during covid-19: effects of digital leadership and digital collaboration. Jurnal Aplikasi Manajemen, 19(2), 272–281.

Sarker, M. F. H., Tamal, M. A., Khan, N. A., Islam, M. K., Akber, M. F., & Khan, S. (2022). Students’ Experiences of E-learning Practices During COVID-19: A Qualitative Study. International Journal of Emerging Technologies in Learning (IJET), 17(14), 157–171. https://doi.org/10.3991/IJET.V17I14.30393

Shah, S. S., Shah, A. A., Memon, F., Kemal, A. A., & Soomro, A. (2021). Online learning during the COVID-19 pandemic: Applying the self-determination theory in the ‘new normal.’ Revista de Psicodidactica, 26(2), 169–178. https://doi.org/10.1016/J.PSICOD.2020.12.004

Siahaan, M. (2020). Dampak Pandemi Covid-19 Terhadap Dunia Pendidikan. Jurnal Kajian Ilmiah, 1(1), 73–80.

Strauss, A. L., & Corbin, J. M. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Sage.

Strauß, S., & Rummel, N. (2020). Promoting interaction in online distance education: designing, implementing and supporting collaborative learning. Information and Learning Science, 121(5–6), 251–260. https://doi.org/10.1108/ILS-04-2020-0090/FULL/XML

Su, C. Y., & Guo, Y. (2021). Factors impacting university students’ online learning experiences during the COVID-19 epidemic. Journal of Computer Assisted Learning, 37(6), 1578–1590. https://doi.org/10.1111/JCAL.12555

Suyadi, & Selvi, I. D. (2022). Online learning and child abuse: the COVID-19 pandemic impact on work and school from home in Indonesia. Heliyon, 8(1), e08790. https://doi.org/10.1016/J.HELIYON.2022.E08790

Tafano, T., & Saputra, S. (2021). Teknologi dan covid: tantangan dan peluang dalam melaksanakan pembelajaran daring di masa pandemi. Djtechno Jurnal Teknologi Informasi, 2(1), 45–53.

Tóth, T., Virágh, R., Hallová, M., Stuchlý, P., & Hennyeyová, K. (2022). Digital Competence of Digital Native Students as Prerequisite for Digital Transformation of Education. International Journal of Emerging Technologies in Learning (IJET), 17(16), 150–166. https://doi.org/10.3991/IJET.V17I16.31791

van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European Journal of Teacher Education, 43(4), 623–638. https://doi.org/10.1080/02619768.2020.1821185

Vidić, T. (2021a). Students’ School Satisfaction: The Role of Classroom Climate, Self-efficacy, and Engagement. International Journal of Cognitive Research in Science Engineering and Education, 9(3), 347–357.

Vidić, T. (2021b). Students’ School Satisfaction: The Role of Classroom Climate, Self-efficacy, and Engagement. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 9(3), 347–357.

Walker, K. A., & Koralesky, K. E. (2021). Student and instructor perceptions of engagement after the rapid online transition of teaching due to COVID-19. Natural Sciences Education, 50(1).

Watson, W. R., Watson, S. L., & Janakiraman, S. (2017). Instructional quality of massive open online courses: A review of attitudinal change MOOCs. International Journal of Learning Technology, 12(3), 219–240. https://doi.org/10.1504/IJLT.2017.088406

Watts, J. (2019). Assessing an Online Student Orientation: Impacts on Retention, Satisfaction, and Student Learning. Technical Communication Quarterly, 28(3), 254–270.

Xu, H., & Mahenthiran, S. (2016). Factors that Influence Online Learning Assessment and Satisfaction: Using Moodle as a Learning Management System. International Business Research, 9(2), 1.

Yan, L., Whitelock-Wainwright, A., Guan, Q., Wen, G., Gašević, D., & Chen, G. (2021). Students’ experience of online learning during the COVID-19 pandemic: A province-wide survey study. British Journal of Educational Technology, 52(5), 2038–2057. https://doi.org/10.1111/BJET.13102

Yang, M., Mak, P., & Yuan, R. (2021). Feedback Experience of Online Learning During the COVID-19 Pandemic: Voices from Pre-service English Language Teachers. Asia-Pacific Education Researcher, 30(6), 611–620. https://doi.org/10.1007/S40299-021-00618-1/TABLES/2

Yudiawan, A., Sunarso, B., Suharmoko, Sari, F., & Ahmadi. (2021). Successful online learning factors in covid-19 era: Study of islamic higher education in west papua, indonesia. International Journal of Evaluation and Research in Education, 10(1), 193–201. https://doi.org/10.11591/IJERE.V10I1.21036

Zhang, Y., & Lin, C. H. (2020). Student interaction and the role of the teacher in a state virtual high school: what predicts online learning satisfaction? Technology, Pedagogy and Education, 29(1), 57–71. https://doi.org/10.1080/1475939X.2019.1694061

Refbacks

  • There are currently no refbacks.


View My Stats