Résumés
Abstract
The use of technology in higher education learning has been shown to increase student engagement. However, how its application can increase student engagement is still largely unreported in Indonesia, especially during and after COVID-19, when online learning was used massively and suddenly. This study aims to examine students’ engagement with online learning using a sequential explanatory mixed-method study design that is expected to produce in-depth information. The study involved a number of n = 775 students, with 149 participants who identified themselves as male (19.3%) and 626 participants who identified themselves as female (80.7%). The age range of the participants was 18 to 22 years (M-age = 20.12). Quantitative data analysis was carried out using descriptive tests and ANOVA variance tests, while qualitative data analysis was carried out using thematic analysis. Integration of quantitative and qualitative data analyses results was conducted using a joint display approach. The results showed that 94.45% (n = 732) of students had low engagement scores. Gender and field of study were found to have no effect on the level of student engagement in online learning (F 1,775 = 3.259, p = .071, η2 = .004). Data integration results showed that online learning reduces emotional attachment, participation, and performance, although it does not reduce students’ skill engagement. Based on student experience, online learning is considered less effective than in-person learning. Students with higher self-regulation show engagement in online learning. The online learning model needs an effective formula for increasing student engagement, in addition to help students develop self-regulation skills.
Keywords:
- student engagement,
- online learning,
- mixed-method,
- Indonesia
Parties annexes
Bibliography
- Alexander, V. D., Thomas, H., Cronin, A., Fielding, J., & Moran-Ellis, J. (2008). Mixed methods. In N. Gilbert (Ed.), Researching social life (3rd ed., 125–144). Sage.
- Anjarwati, M., & Sa’adah, L. (2021). Student learning engagement in the online class. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English, 6(2) 39–49. https://doi.org/10.26905/enjourme.v6i2.6128
- Argaheni, N. B. (2020). Sistematik review: Dampak perkuliahan daring saat pandemi COVID-19 terhadap mahasiswa Indonesia. Placentum: Jurnal Ilmiah Kesehatan Dan Aplikasinya, 8(2), 99. https://doi.org/10.20961/placentum.v8i2.43008
- Axelson, R.D., & Flick, A. (2011). Defining student engagement. Change: The Magazine of Higher Learning, 43, 38-43.
- Blythe, A. J. C., & Thompson, T. (2022). Virtual teaching in the COVID era: Providing surgical core trainee teaching via online webinars and videoconferencing. The Surgeon, 20(6), e405–e409. https://doi.org/10.1016/j.surge.2022.03.007
- Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive learning online at public universities: Evidence from a six-campus randomized trial. Journal of Policy Analysis and Management, 33(1), 94–111. https://doi.org/10.1002/pam.21728
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
- Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1(3), 185–216. https://doi.org/10.1177/135910457000100301
- Brown, M., Hughes, H., Keppell, M., Hard, N., & Smith, L. (2015). Stories from students in their first semester of distance learning. The International Review of Research in Open and Distributed Learning, 16(4), 1–17. https://doi.org/10.19173/irrodl.v16i4.1647
- Bunga, B. N., Adu, A. A., Damayanti, Y., Takalapeta, T., Pello, S. C., & Kiling, I. Y. (2021). Synchronous vs. asynchronous: Photovoice study on Indonesian youth’s online learning experience. Child & Youth Services, 43(3), 276–289. https://doi.org/10.1080/0145935X.2021.1901572
- Creswell J. W. (2015). A concise introduction to mixed methods research. Sage.
- Creswell, J. W., Klassen, A. C., Plano Clark, V. L., & Smith, K. C. (2011). Best practices for mixed methods research in the health sciences. Qualitative Social Work, 12(4), 541–545. https://doi.org/10.1177/1473325013493540a
- Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Sage.
- Creswell, J. W., & Tashakkori, A. (2007). Developing publishable mixed methods manuscripts. Journal of Mixed Methods Research, 1(2), 107–111. https://doi.org/10.1177/1558689806298644
- Dembereldorj, Z. (2021). Exploring online student engagement during COVID-19 pandemic in Mongolia. International Journal of Higher Education, 10(7), 10–18. https://doi.org/10.5430/ijhe.v10n7p10
- Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10(2), 1–13. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1744
- Dixson, M. D. (2015). Measuring student engagement in the online course: The online student engagement scale (OSE). Online Learning, 19(4). https://doi.org/10.24059/olj.v19i4.561
- Fadde, P. J., and Vu, P. (2014). Blended online learning: Benefits, challenges, and misconceptions. In P. R. Lowenthal, C. S. York, & J. C. Richardson (Eds.), Online learning: Common misconceptions, benefits, and challenges (pp. 33–48). Nova Science Publishers.
- Fahy, P. J. (2002). Use of linguistic qualifiers and intensifiers in a computer conference. American Journal of Distance Education, 16(1), 5–22. https://doi.org/10.1207/S15389286AJDE1601_2
- Farrell, O., & Brunton, J. (2020). A balancing act: A window into online student engagement experiences. International Journal of Educational Technology in Higher Education, 17, 25. https://doi.org/10.1186/s41239-020-00199-x
- Fauzi, M. A. (2022). E-learning in higher education institutions during COVID-19 pandemic: Current and future trends through bibliometric analysis. Heliyon, 8(5), e09433. https://doi.org/10.1016/j.heliyon.2022.e09433
- Febriana, I., & Simanjuntak, E. (2021). Self regulated learning dan stres akademik pada mahasiswa. Experientia: Jurnal Psikologi Indonesia, 9(2), 144–153. https://doi.org/https://doi.org/10.33508/exp.v9i2
- Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs: Principles and practices. Health Services Research, 48(6), 2134–2156. https://doi.org/10.1111/1475-6773.12117
- Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
- Garg, A. (2020). Online education: A learner’s perspective during COVID-19. Asia-Pacific Journal of Management Research and Innovation, 16(4), 279–286. https://doi.org/10.1177/2319510X211013594
- Ginting, R. O., & Ratnaningsih, I. Z. (2021). Hubungan antara work-study conflict dengan student engagement pada mahasiswa pekerja full-time di program studi S-1 Teknik Informatika Universitas Stikubank (UNISBANK) Semarang. (The relationship between work-study conflict and student engagement in full-time working students in the S-1 Informatics Engineering study program, University of Stikubank (UNISBANK) Semarang.) Jurnal Empati, 10(2), 78–85. https://doi.org/10.14710/empati.2021.30996
- Greene, J. C. (2007). Mixed methods in social inquiry. Jossey-Bass.
- Harris, L., Dargusch, J., Ames, K. & Bloomfield, C. (2022). Catering for “very different kids”: Distance education teachers’ understandings of and strategies for student engagement. International Journal of Inclusive Education, 26(8), 848–864. https://doi.org/10.1080/13603116.2020.1735543
- Henning, P. H. (2004). Everyday cognition and situated learning. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 143–168). Lawrence Erlbaum Associates.
- Herlina, N. (2021, December 15). Apresiasi Kemendikbudristek terhadap dosen dan institusi melalui SPADA Award 2021. Dikti Kemdikbud. (Ministry of Education and Culture appreciates lecturers and institutions through the 2021 SPADA Award. Dikti Kemdikbud.) http://www.dikti.kemdikbud.go.id/kabar-dikti/kabar/apresiasi-kemendikbudristek-terhadap-dosen-dan-institusi-melalui-spada-award-2021/
- Hill, J. R., & Hannafin, M. J. (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology Research and Development, 49(3), 37–52. https://www.jstor.org/stable/30221121
- 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, 851019. https://doi.org/10.3389/feduc.2022.851019
- Jeong, A. (2006). Gender interaction patterns and gender participation in computer-supported collaborative argumentation. The American Journal of Distance Education, 20(4), 195-210. https://doi.org/10.1207/s15389286ajde2004_2
- Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. Springer.
- Kemdikbud. (2013). Peraturan kementrian pendidikan dan kebudayaan No.109 tentang Penyelenggaraan pembelajaran jarak jauh di perguruan tinggi. (Ministry of Education and Culture Regulation No. 109 concerning Implementation of distance learning in tertiary institutions.) https://lldikti5.kemdikbud.go.id/
- King, K. P. (2002). Identifying success in online teacher education and professional development. The Internet and Higher Education, 5(3), 231–246. https://doi.org/10.1016/S1096-7516(02)00104-5
- Krentler, K. A., & Willis-Flurry, L. A. (2005). Does technology enhance actual student learning? The case of online discussion boards. Journal of Education for Business, 80(6), 316–321. https://doi.org/10.3200/JOEB.80.6.316-321
- Kuh, G. D. (2003). What we’re learning about student engagement from NSSE: Benchmarks for effective educational practices. Change, 35(2), 24–32. https://doi.org/10.1080/00091380309604090
- Lawson, M. A., & Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research, 83(3), 432–479. https://www.jstor.org/stable/24434165
- Matuga, J. M. (2009). Self-regulation, goal orientation, and academic achievement of secondary students in online university courses. Journal of Educational Technology & Society, 12(3), 4–11. http://search.proquest.com/docview/1287037464?accountid=27700
- Mazzetti, G., Guglielmi, D., & Topa, G. (2020). Hard enough to manage my emotions: How hardiness moderates the relationship between emotional demands and exhaustion. Frontiers in Psychology, 11, 1194. https://doi.org/10.3389/fpsyg.2020.01194
- Miranda-Ackerman, R. C., Barbosa-Camacho, F. J., Sander-Möller, M. J., Buenrostro-Jiménez, A. D., Mares-País, R., Cortes-Flores, A. O., Morgan-Villela, G., Zuloaga-Fernández del Valle, C. J., Solano-Genesta, M., Fuentes-Orozco, C., Cervantes-Cardona, G. A., CervantesGuevara, G., & González-Ojeda, A.. (2019). Burnout syndrome prevalence during internship in public and private hospitals: A survey study in Mexico. Medical Education Online, 24(1), 1593785. https://doi.org/10.1080/10872981.2019.1593785
- Northrup, P. (2001). A framework for designing interactivity into Web-based instruction. Educational Technology, 41(2), 31–39. https://www.jstor.org/stable/44428657
- O'cathain, A., Murphy, E., & Nicholl, J. (2008). The quality of mixed methods studies in health services research. Journal of health services research & policy, 13(2), 92-98. DOI: 10.1258/jhsrp.2007.00
- Oh, Y., & Lee, S. M. (2016). The effects of online interactions on the relationship between learning-related anxiety and intention to persist among e-learning students with visual impairment. International Review of Research in Open and Distributed Learning, 17(6). https://doi.org/10.19173/irrodl.v17i6.2581
- Pamarthi, V., Grimm, L., Johnson, K., & Maxfield, C. (2019). Hybrid interactive and didactic teaching format improves resident retention and attention compared to traditional lectures. Academic Radiology, 26(9), 1269–1273. https://doi.org/10.1016/j.acra.2019.02.018
- Podsakoff, N. P., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879
- Rachmaniar, R., Prihandini, P., & Anisa, R. (2021). Studi etnografi virtual tentang budaya mahasiswa dalam perkuliahan online di aplikasi Zoom. (Virtual ethnographic study of student culture in online lectures on the Zoom application.) Media Komunikasi FPIPS, 20(2), 81–92. https://doi.org/10.23887/mkfis.v20i2.33777
- Radha, R., Mahalakshmi, K., Kumar, V. S., & Saravanakumar, A. R. (2020). E-learning during lockdown of COVID-19 pandemic: A global perspective. International Journal of Control and Automation, 13(4), 1088–1099. http://sersc.org/journals/index.php/IJCA/article/view/26035
- Rovai, A. P. (2002). A preliminary look at the structural differences of higher education classroom communities in traditional and ALN courses. Journal of Asynchronous Learning Networks, 6(1), 41–56. https://doi.org/10.24059/olj.v6i1.1871
- Simanjuntak, E. (2015). Guiding questions method and extrinsic learning motivation of first year university students. ANIMA Indonesian Psychological Journal, 30(3), 148–154. https://doi.org/10.24123/aipj.v30i3.544
- Simanjuntak, E. (2022). Self-regulated learning strategy training: Improving self-regulated learning of first year university students. Jurnal Sains Psikologi, 11(2), 95–108. http://dx.doi.org/10.17977/um023v11i22022p%25p
- Stange, K. C., Crabtree, B. F., & Miller, W. L. (2006). Publishing multimethod research. Annals of Family Medicine, 4(4), 292–294. https://doi.org/10.1370/afm.615
- Stone, C., & O’Shea, S. (2019). Older, online and first: Recommendations for retention and success. Australasian Journal of Educational Technology, 35(1), 57–69. https://doi.org/10.14742/ajet.3913
- Thomson, D. L. (2010). Beyond the classroom walls: Teachers’ and students’ perspectives on how online learning can meet the needs of gifted students. Journal of Advanced Academics, 21(4), 662–712. https://doi.org/10.1177/1932202X1002100405
- Treglown, L., Palaiou, K., Zarola, A., & Furnham, A. (2016). The dark side of resilience and burnout: A moderation-mediation model. PloS one, 11(6), e0156279. DOI: 10.1371/journal.pone.0156279
- Utami, A. U. (2021). Tingkat kepuasan mahasiswa pada pembelajaran daring mata kuliah fisika dasar. Jurnal Kiprah, 9(1), 23–29. https://doi.org/10.31629/kiprah.v9i1.3219
- Wheeler, S. (2002). Student perceptions of learning support in distance education. Quarterly Review of Distance Education, 3(4), 419–429. https://www.learntechlib.org/p/95256/
- Winne, P. H., & Hadwin, A. F. (2010). Self-regulated learning and socio-cognitive theory. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 503–508). Elsevier Science.
- Yu, J., Huang, C., Wang, X., & Tu, Y. (2020). Exploring the relationships among interaction, emotional engagement and learning persistence in online learning environments. International Symposium on Educational Technology (pp. 293–297). https://doi.org/10.1109/ISET49818.2020.00070
- Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 311–328). Routledge.