Online Learning Participation Intention after COVID-19 Pandemic in Indonesia: Do Students Still Make Trips for Online Class?

Abstract

In response to the COVID-19 pandemic, educational institutions worldwide have made online learning their primary channel. While the various benefits of e-learning have influenced governments to extend the use of this platform after the pandemic, there is the question of the intention of students toward online learning (i.e., participation and location) after the pandemic. This research aims to examine the intention of undergraduate students to do online learning post-COVID-19 pandemic and explore the factors that affect them in Indonesia. To that end, this study distributed an online questionnaire to 906 undergraduate students in mid-2021 in Bandung, Indonesia, and used the Discriminant Analysis (DA) and Multinomial Logistics Regression (MNL) model to explore the factors that influence the intention for e-learning after the pandemic. Teaching quality and time management benefits were found to influence students’ intention to spend more days on e-learning. Lower frequency of e-learning is associated with communication problems, internet problems, and unfavorable conditions at home. While the substitution effect is found in e-learning for students who are able to focus during online class, the neutral effect is found for students who experience internet problems and have a lower monthly allowance. E-learning also modifies trips for students who have higher monthly allowances and experience dizziness from long screen time. Students who reside in well-developed neighborhoods tend to prefer to attend online classes from home.

Can avatar homophily influence flow and exploratory behaviour of online users?

“…The same can be also said for learners’ motivation and engagement. For example, it is believed that this has been evident by many previous studies (e.g., Prasetyanto, Rizki, & Sunitiyoso, 2022 ; Abdul-Sattar & Al-Samarraie, 2021 ) that examined the impact of personal attitude on learners’ motivation to learn online. This can be also attributed to the fact that individual motivation is driven by ability and effort beliefs, which in turn are mostly affected by perception and social background (Wolz, Bergande, & Brune, 2022 ).…”

Factors Influencing Students’ Continuous Intentions for Using Micro-Lectures in the Post-COVID-19 Period: A Modification of the UTAUT-2 Approach

“…This led to the development of the UTAUT-2 by Venkatesh et al [48] from the previous 2003 UTAUT model. The UTAUT model is also a combination of the theories of reasoned action and planned behavior (TRA and TPB), as well as the technology acceptance model (TAM) [2,49].…”

“…The COVID-19 pandemic has reportedly caused significant changes in many sectors, including education [1], as people are advised to develop and rely on technologies towards carrying out activities while avoiding direct contact [2]. This has led to the rapidly increasing demand for the use of appropriate technologies [3].…”

“…This shows that no experiment has been carried out on the factors influencing students to continuously utilize micro-lectures after the COVID-19-related school shutdowns. By June 2022, Indonesia is expected to return to the "new normal" era, where all business and trade sectors are to be carried out as previously performed [2,33]. In the education sector, students are also expected to start attending school for face-to-face learning for the new academic year (2021-2022).…”

Students’ academic procrastination during the COVID-19 pandemic: How does adversity quotient mediate parental social support?

“…Students put off completing academic work for several reasons, do and submit tasks late, and face difficulties in time management in learning (Laia et al, 2022). If the indiscipline habit is left uncorrected, it will result in a bad mentality for students' psychological development (Zacks and Hen, 2018;Amir et al, 2020;Maqableh and Alia, 2021;Peixoto et al, 2021;Pelikan et al, 2021;Prasetyanto et al, 2022).…”