The COVID-19 pandemic has forced many countries to close their schools and to change their education system to adopt the learning from home (LFH) method, which arguably requires more direct involvement from parents to succeed. This study explored parent's attitudes toward LFH policy based on a survey of 261 participants from 16 provinces in Indonesia. Employing latent class analysis, we revealed three distinct groups of parents with unique compounds of attitudes toward LFH (i.e., disengaged, positive, and negative). Disengaged parents neither consider LFH useful, nor do they see it as demanding. In contrast, the other two groups of parents have quite the opposite views on the usefulness and demandingness of LFH. Further analysis using multinomial logistic regression revealed that older parents from low-income households tend to be disengaged while fathers of young children tend to have negative attitudes toward LFH. Interestingly, the ownership of a personal computer at home seems to be a key indicator of parents with positive attitudes toward LFH after controlling for other demographic factors. How the findings provide a firsthand insight on the existence of digital divide by highlighting the importance of access to personal computers at home is further discussed.
Along with massive open online course (MOOC) budding popularity, some problems have begun to surface. One that appears prominent concerns sustainability: for example, high dropout and low completion rates, which are reported to be less than 10 % on average. In response to growing concerns over these issues, some MOOC providers have begun to campaign for the development of offline supporting communities. Meanwhile in Indonesia, where provider supported learning communities are not yet present, some MOOC learners took the initiative to form their own community, which they called IDCourserians. This paper reports on a qualitative study which aimed to investigate and to make sense what was actually happening in the IDCourserians as an independent MOOC learning community. Nine overarching themes were identified from the collected data that illuminate the purpose of the IDCourserians, the way the community's members learn MOOCs, and the benefit the participants perceived by joining the IDCourserians. These findings then are discussed further with regard to two key theoretical perspectives: collaborative learning and communities of practice. The paper concludes that where English is not the main spoken language and the hub model is not yet provided, creating face-to-face communities in local communities should be considered, as this may be a better way for learners to experience MOOCs and make their learning more meaningful in the local context. This also offers potential for overcoming the common difficulties in MOOCs, such as a lack of motivation and difficulties in interpreting the material through developing collaborative support activities within a community of practice.
PurposeIn this study, the authors seek to understand factors that naturally influence users to adopt two-factor authentication (2FA) without even trying to intervene by investigating factors within individuals that may influence their decision to adopt 2FA by themselves.Design/methodology/approachA total of 1,852 individuals from all 34 provinces in Indonesia participated in this study by filling out online questionnaires. The authors discussed the results from statistical analysis further through the lens of the loss aversion theory.FindingsThe authors found that loss aversion, represented by higher income that translates to greater potential pain caused by losing things to be the most significant demographic factor behind 2FA adoption. On the contrary, those with a low-income background, even if they have some college degree, are more likely to skip 2FA despite their awareness of this technology. The authors also found that the older generation, particularly females, to be among the most vulnerable groups when it comes to authentication-based cyber threats as they are much less likely to adopt 2FA, or even to be aware of its existence in the first place.Originality/valueAuthentication is one of the most important topics in cybersecurity that is related to human-computer interaction. While 2FA increases the security level of authentication methods, it also requires extra efforts that can translate to some level of inconvenience on the user's end. By identifying the associated factors from the user's ends, a necessary intervention can be made so that more users are willing to jump on the 2FA adopters' train.
Purpose The purpose of this study is to investigate if and how government intervention can nudge students to become ebook readers. Design/methodology/approach A cross-sectional survey research design was adopted for this study. A total of 1,144 students from four middle and high schools in urban and rural areas of Indonesia participated in this study. The results from statistical analyses were further discussed through the lens of the nudge theory. Findings This paper founds evidence that government intervention in the form of the Buku Sekolah Elektronik (BSE) policy that has been providing free electronic textbooks for more than a decade can help nudge students to become ebook readers. After controlling for student’s demographic information, this paper founds that their awareness of such a policy is significantly associated with a stronger preference toward ebooks while having no significant effect on their preferences toward printed book format. This paper also founds that mobile device adoption plays an important role where early adopters tend to prefer ebook format, whereas laggards are more associated with printed book format. Originality/value Many have studied the benefits of using ebooks in learning, but the literature also shows that most students still prefer reading printed books over ebooks. This is true not only in developing countries where problems with infrastructures can hamper the adoption of ebooks in general but also in developed countries where ebooks are much more prevalent, even among the general population. This paper showed how government interventions have the potency to help tip the scales and nudge students to become ebook readers.
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