The spread of the COVID-19 pandemic presents challenges for higher education institutions, especially in Indonesia's border areas. The transformation of face-to-face learning models to distance learning models impacts the learning experience of students, especially those who are completing writing research proposals and theses that require adequate information literacy skills. This study aims to explore the effect of student learning experiences on information literacy skills. The research data were obtained from respondents from four universities in Merauke. Purposive sampling technique is used with the criteria of students who have taken research methodology courses and are taking or have taken proposal seminar courses. One hundred respondents have filled out a questionnaire distributed online. Based on the data analysis, learning experiences contributed 17.60% to students' information literacy skills. Furthermore, each increase in student learning experiences will contribute to 0.40% of information literacy skills. These research findings can be valuable information to be developed to the next stage in making modules and learning media that can provide a good quality learning experience to improve student literacy skills, especially in writing research proposals/theses. With this module or learning media, it is hoped that it can prepare students to write research proposals and theses.
The COVID-19 outbreak has brought about the offline-to-online transformation of EFL undergraduate thesis supervision along with its challenging complexities. Anchored in a combination of realistic and constructivist epistemologies, this explanatory sequential design of mixed-method research aimed to investigate students’ problems of academic writing competencies, challenges in online thesis supervision, and solutions to the problems and challenges according to thesis supervisors’ perspectives. Data was first gathered using a closed-ended questionnaire involving fifty thesis supervisors from Central Java and Papua universities as the respondents. Descriptive statistical analyses were conducted to process this data. Twenty-three of the respondents were then purposively selected for interviews and focus group discussions, the data of which was analyzed using interactive model-driven analyses. This study revealed students’ problems of academic writing competencies covering the dimensions of thesis elements and writing performances. Subsequently, multiple challenges were unraveled pertaining to the issues of technological competencies, time management, complexities of students’ field research, and students’ unstable motivation. The supervisors proposed contextual solutions and those demonstrating their interventions for improving students’ metacognition, self-efficacy, and growth mindsets in academic writing. Further studies are expected to work on more in-depth mixed-method investigations that examine the interactions of motivational and strategic constructs predicting academic writing competencies to dive more deeply into the problems, challenges, and solutions concerning the online thesis supervision
Abstract. Due to insufficient academic literacy competency, which consists of information literacy and digital competency, students face online learning barriers during the COVID-19 pandemic. In addition, in the 21st-century learning framework, digital competency has considered as an essential skill. This study examines the interplay between mastery of hardware & software, digital cooperation, digital security, mastery of digital development, and digital skills toward information literacy. They were randomly selected as respondents was a sample of 258 students from the ESP class who took academic writing in Papua's university. The data was analyzed using Smart PLS 3.0.0. in order to conduct exploratory factor analysis. The results show that digital competency correlates positively with digital cooperation, digital security, and digital development mastery. Meanwhile, hardware and software mastery have a positive association with digital cooperation. In addition, digital competency has positive correlation toward information literacy. The implications for academic staff and policymakers of the findings of this study are presented.Keywords: Exploratory Factor Analysis, Digital Competency, Information Literacy, Academic Writing, COVID-19
The Covid-19 epidemic has resulted in an offline-to-online shift in EFL undergraduate thesis supervision, with all of its associated difficulties. As a result, this qualitative study used a constructivist epistemology to look at the challenges of online EFL thesis supervision from the perspective of the lecturer supervisors. 23 lecturer supervisors from higher educational institutions in Central Java and Papua were engaged as the participants. The data were gathered using In-depth interviews. The data were further analyzed according to the interactive model of analysis. The findings revealed a number of challenges in online thesis supervision, including being in the processes of adjusting to the shift from offline to online thesis supervision, ineffective communication between supervisors and students, a lack of time to always access online media, difficulties faced by students in collecting field data, and a decrease in students' active participation in online thesis supervision. More research is expected to be done on the same topic as this study's, but with more participants from other Indonesian regions. Such research might help confirm our present results and might add to the body of knowledge about online thesis supervision in Indonesia.
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