University students’ perception towards online learning in biology
Keywords:Biology education, Online learning, Student perception, University students’
AbstractEvery day, the number of patients suffering from covid-19 continues to increase in the world. Learning at home is a decisive step in breaking the chain of Coronavirus spread, and changing traditional learning to entirely online can affect the quality of learning and students' achievement. It requires great effort in designing learning by lecturers. Therefore, a study is needed to investigate the students' perception of online learning to find out how the learning process went through by students during the covid-19 pandemic. This research uses a mixed-method approach. The first phase collects quantitative data using questioner with four dimensions: 1) the ability to learn independently through online learning, 2) student interaction with teaching materials, 3) interaction between students, and 4) interaction with lecturers. Based on data analyzed, students perceive that learning independently through online learning is not high, and scores obtained about 3.3 (average). The other three dimensions get a score that is in the low category. The second phase is collecting qualitative data using open-ended questions. Based on the analysis, the majority problem online learning is bad networking, and the positive impact students got in online learning is flexibility and time management in learning.
Ali, M., Hossain, S. M. K., & Ahmed, T. (2018). Effectiveness of e-learning for university students: evidence from bangladesh. Asian Journal of Empirical Research, 8(10), 352–360. https://ideas.repec.org/a/asi/ ajoerj/2018p352-360.html
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
Apuke, O. D., & Iyendo, T. O. (2018). University students’ usage of the internet resources for research and learning: forms of access and perceptions of utility. Heliyon, 4(12). https://doi.org/10.1016/j.heliyon. 2018.e01052
Bakhshialiabad, H., Bakhshi, M., & Hassanshahi, G. (2015). Students’ perceptions of the academic learning environment in seven medical sciences courses based on dreem. Advances in Medical Education and Practice, 6, 195–203. https://doi.org/10.2147/AMEP.S60570
Baturay, M. H., & Yukselturk, E. (2015). The role of online education preferences on student’s achievement. Turkish Online Journal of Distance Education, 16(3). https://files.eric.ed.gov/fulltext/EJ1092845.pdf
Creswell, J. W., Clark, V. L. P., & Lazuardi, A. L. (2018). Mendesain dan melaksanakan mixed methods research (2nd ed.). Pustaka Belajar. https://opac.perpusnas.go.id/DetailOpac.aspx?id=1082901
Cukurova, M. (2014). An investigation of an independent learning approach in university level chemistry: the effects on students’ knowledge, understanding and intellectual attributes [University of York]. https://etheses.whiterose.ac.uk/7160/
Faleh, A. A. (2011). Evaluating the effectiveness of the e-learning experience in some universities in saudi arabia from male students’ perceptions [Durham University]. http://etheses.dur.ac.uk/3215/
Febrianto, P. T., Mas’udah, S., & Megasari, L. A. (2020). Implementation of online learning during the covid-19 pandemic on madura island, indonesia. International Journal of Learning, Teaching and Educational Research, 19(8), 233–254. https://doi.org/10.26803/IJLTER.19.8.13
Field, R., Duffy, J., & Huggins, A. (2015). Teaching independent learning skills in the first year: a positive psychology strategy for promoting law student well-being. Journal of Learning Design Field, Duffy & Huggins, 8(2). https://files.eric.ed.gov/fulltext/EJ1074711.pdf
Gilbert, B. (2015). Online learning revealing the benefits and challenges [St. John Fisher College]. https://fisherpub.sjfc.edu/education_ETD_masters/303/
Hrastinski, S. (2008, November). Asynchronous and synchronous e-learning. Educause Quarterly. https://er.educause.edu/articles/2008/11/asynchronous-and-synchronous-elearning
Iftakhar, S. (2016). Google classroom: what works and how? Journal of Education and Social Sciences, 3. https://jesoc.com/wp-content/uploads/2016/03/KC3_35.pdf
Kearns, L. R. (2012). Student assessment in online learning: challenges and effective practices. MERLOT Journal of Online Learning and Teaching, 8(3). https://jolt.merlot.org/vol8no3/kearns_0912.pdf
Lizzio, A., Wilson, K., & Simons, R. (2010). University students’ perceptions of the learning environment and academic outcomes: implications for theory and practice. Studies in Higher Education, 27(1), 27–52. https://doi.org/10.1080/03075070120099359
Luaran, J. E., Samsuri, N. N., Nadzri, F. A., & Rom, K. B. M. (2014). A study on the student’s perspective on the effectiveness of using e-learning. In Taylor’s University Lakeside Campus (Ed.), Taylor’s 6th Teaching and Learning Conference 2013: Transformative Higher Education Teaching and Learning in Practice Proceedings of The Taylor’s 6th Teaching and Learning Conference 2013 (TTLC2013) (Vol. 123, pp. 139–144). Taylor’s University Lakeside Campus, Selangor Daruh Ehsan. https://doi.org/ 10.1016/J.SBSPRO.2014.01.1407
Mamattah, R. S. (2016). Students’ perceptions of e-learning [Linköping University]. http://www.diva-portal.org/smash/get/diva2:925978/FULLTEXT01.pdf
Matsunaga, S. (2016). College students’ perceptions of online learning: knowledge gain and course effectiveness. The Online Journal of Distance Education and E-Learning, 4(2). https://www.tojdel.net/journals/tojdel/articles/v04i02/v04i02-02.pdf
Moore, G. E., Warner, W. J., & Jones, D. W. W. (2016). Student-to-student interaction in distance education classes: what do graduate students want. Journal of Agricultural Education, 57(2), 1–13. https://doi.org/10.5032/jae.2016.02001
Murray, M., Pérez, J., Geist, D., & Hedrick, A. (2012). Student interaction with online course content: build it and they might come. Journal of Information Technology Education: Research, 11. http://www.jite.org/documents/Vol11/JITEv11p125-140Murray1095.pdf
Nguyen, T. (2015). The effectiveness of online learning: beyond no significant difference and future horizons. MERLOT Journal of Online Learning and Teaching, 11(2). https://jolt.merlot.org/Vol11no2/Nguyen_ 0615.pdf
Novantri, W., Maison, M., Muslim, M., & Aftriyati, L. W. (2020). Are discovery learning and independent learning effective in improving students’ cognitive skills. Indonesian Journal of Science and Mathematics Education, 3(2), 144–152. https://doi.org/10.24042/ijsme.v3i2.6615
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: striving to meet the trustworthiness criteria. SAGE Journals, 16(1). https://doi.org/10.1177/1609406917733847
Otter, R. R., Seipel, S., Graeff, T., Alexander, B., Boraiko, C., Gray, J., Petersen, K., & Sadler, K. (2013). Comparing student and faculty perceptions of online and traditional courses. The Internet and Hhgher Education, 19, 27–35. https://doi.org/10.1016/J.IHEDUC.2013.08.001
Panyajamorn, T., Suanmali, S., Kohda, Y., Chongphaisal, P., & Supnithi, T. (2018). Effectiveness of e-learning design and affecting variables in thai public schools. Malaysian Journal of Learning and Instruction, 15(1), 1–34. https://files.eric.ed.gov/fulltext/EJ1185780.pdf
Platt, C. A., & Yu, N. (2014). Virtually the same?: student perceptions of the equivalence of online classes to face-to-face classes. MERLOT Journal of Online Learning and Teaching, 10(3). https://jolt.merlot.org/vol10no3/Platt_0914.pdf
Rockinson-Szapkiw, A., Wendt, J., Whighting, M., & Nisbet, D. (2016). The predictive relationship among the community of inquiry framework, perceived learning and online, and graduate students’ course grades in online synchronous and asynchronous courses. The International Review of Research in Open and Distributed Learning, 17(3), 18–35. https://doi.org/10.19173/IRRODL.V17I3.2203
Scagnoli, N. I., Choo, J., & Tian, J. (2019). Students’ insights on the use of video lectures in online classes. British Journal of Educational Technology, 50(1), 399–414. https://doi.org/10.1111/BJET.12572
Sudarsana, I. K., Putra, I. B. M. A., Astawa, I. N. T., & Yogantara, I. W. L. (2019). The use of Google classroom in the learning process. Journal of Physics: Conference Series, 1175(1), 012165. https://doi.org/10.1088/1742-6596/1175/1/012165
Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education: Research, 15(2016), 157–190. https://doi.org/10.28945/3502
UNESCO. (2020). COVID‐19 educational disruption and response. The UNESCO Regional Bureau for Education in Beirut. https://en.unesco.org/news/covid-19-educational-disruption-and-response
Wei, H. C., & Chou, C. (2020). Online learning performance and satisfaction: do perceptions and readiness matter. Distance Education, 41(1), 48–69. https://doi.org/10.1080/01587919.2020.1724768
Yuan, J., Yuan, J., & Kim, C. (2014). Guidelines for facilitating the development of learning communities in online. Journal of Computer Assisted Learning, 30(3), 220–232. https://doi.org/10.1111/jcal.12042
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:
- For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.