Open AccessStudents’ perceptions of online learning in teacher training and education faculty
Author(s) -
Nanette Vega,
Jhoni Eppendi
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1810/1/012061
Subject(s) - gadget , perception , psychology , the internet , class (philosophy) , socialization , mathematics education , online and offline , medical education , computer science , world wide web , social psychology , medicine , neuroscience , algorithm , artificial intelligence , operating system
This research aimed at describing students’ perceptions of online courses. This present study used a survey approach. The data were collected using a questionnaire that distributes in online form. This research used a public opinion survey that classifies purpose-based classification. The researcher made five-stage model, according to the theory of Salmon. Stage 1 found that the most of respondents had access the Internet for study (44.6%) and capably using the keyboard (45.5%) or compose text on a computer/gadget (46.7%), but they lack motivation in online learning (93.4%). Stage 2 involved individual participants establishing online socialization, the respondents felt uncomfortable doing online communication (80.1%), but they were still active in the online classroom in interaction with lecturers (96.4%). After that, the data showed they preferred working in a group in offline (75.3%) rather than online class (47.3%). At stage 3 related to information exchange, the respondents needed to review the material (84.2%) due to remind the advanced material, made a priority to manage self-disciplined (65.2%) and time effectively (71.4%). At stage 4, course-related group discussions developed and the interaction becomes more collaborative (knowledge construction). In online learning, the respondents preferred to work independently (67.8%) rather than in groups (47.3%) or collaborate (52.7%) during learning activities. Stage 5, about the experience of offline and online learning showed that they had a benefit to studying. The similar results about students’ motivation, they lacked motivation and assumed that offline and online learning activity had different situations and goals.