Challenges and strategies of postgraduate students in online learning during the Covid-19 pandemic

Abstract

The ongoing online learning during the Covid-19 pandemic has become a separate catalyst for the development of education that utilizes technology in the current industrial 4.0 era. However, on the other hand, there are still many gaps in online learning during the Covid-19 pandemic. This research study aims to (1) explore the experiences of postgraduate students in online learning; (2) describe the negative impacts and barriers to online learning, along with strategies for dealing with them; and (3) observe the potential that emerges in the future after the Covid-19 pandemic can be overcome. This research is qualitative research with a type of case study. Data were collected through open questionnaires and interviews with participants of 30 postgraduate students of the Primary education study program, Yogyakarta State University. Data analysis was accomplished by examining themes and sub-themes in each topic discussed, then determining the correlation between the sub-themes to conclude. The results show that students have varied experiences throughout online learning during the Covid-19 pandemic. In addition, students also gain negative physical and psychological impacts, get obstacles concerning data reception, gadgets, interaction with lecturers, independent study, and learning activities during the Covid-19 pandemic. However, students also still have various strategies in dealing with the obstacles and negative impacts of Covid-19. Finally, online learning during the Covid-19 pandemic is giving potential as well as negative things in the future once it is resolved.

The Quality of Distance Studies: Second-Cycle Students’ Position

“…A study conducted in Indonesia showed that students acquired negative physical and psychological impacts when learning online (Fathoni & Retnawati, 2021), including mental health issues (Chen & Lucock, 2022). For example, a study conducted in the United Kingdom showed that a little more than half of university students experienced a deterioration in mental health in 2020.…”

Primary School Teachers Perceptions toward Urgency of Interpersonal Relationships in Primary Schools

“…The reduction result data is presented in the form of a table consisting of several sub-themes. Data analysis refers to the analysis model of Bogdan & Biklen (1982) by conducting reductions, looking for sub-themes, and looking for relationships between sub-themes (Fathoni & Retnawati, 2021). The triangulation process occurs through delivery between respondents.…”

“…One of the things that need special attention after the Covid-19 pandemic in the world of education is the interpersonal relationship between teachers and students. Educators' interaction with students has been reduced during the Covid-19 pandemic (Fathoni, Mustadi, & Kurniawati, 2021a, 2021bFathoni & Retnawati, 2021). Well-established interactions between educators and learners can increase learner engagement in the classroom (Tichavsky, Hunt, Driscoll, & Jicha, 2015), build emotional patterns that support the cognition of learners (Talidong & Toquero, 2020), reduce anxiety (Zeng, Hou, & Peng, 2016), and evoke positive emotions in educators and learners (Hagenauer, Hascher, & Volet, 2015).…”

International Students’ Experience and Perception towards UTM Campus Management on COVID-19

“…Even for research mode students, time management problems (Tseng et al, 2019) and lack of supervisor monitoring (Silinda & Brubacher, 2016) are the main issues of fully online learning. A study conducted by Fathoni and Retnawati (2021) shows that students experience negative physical and psychological effects as well as other technical problems such as internet problems, devices, interaction with lecturers, monitoring and implementation of learning activities during the pandemic. The transmission of this epidemic has caused stress, depression and anxiety among the community who have to face the fear of the adverse effects to come (Wang et.al, 2020).…”