Postgraduate students’ perspective on supporting “learning from home” to solve the COVID-19 pandemic

Abstract

<span lang="EN-US">The objective of this present research was to reveal how the postgraduate student perceive of or respond to the online learning process. Quantitative method was adopted in this present research. The results showed that most students who had experienced of the online learning activities encountered some obstacles because they had never conducted Learning From Home (LFH) activities before. The respondents were 428 postgraduate students who actively joined in the LFH activities. There were 316 students used the platform Zoom as the supporting application in the LFH activities. Respondents filled in Google Form, then the collected data could be quickly and accurately processed. Other respondents preferred Google Classroom, WhatsApp and other applications in following the learning activities according to the agreement and features provided in each platform. There were 408 respondents experienced Two-ways communication between the lecturers and the students during the LFH activities. They stated that the limited internet network hindered the online lecturing. There were 31 respondents declared that technology limitations hampered the online lecturing and 105 students revealed that it is the limitations in using the application that caused the online lecturing to become obstacles. </span>

Prospective teachers' perceptions of didactic obstacles in the online mathematics learning

“…In addition, network limitations and internet quotas are obstacles for students in remote areas. This result is supported by previous research in Indonesia, which said network and quota limitations caused didactic obstacles (El Khuluqo et al, 2021;Tauhidah et al, 2021;Susanto et al, 2021). Some junior high school students also do not master the technology, so it takes a long time to be able to join in the learning.…”

“…After the instrument is declared valid, it is continued with trials until reliable results are obtained. Researchers adapted the tasks given to prospective teachers from the results of previous research on didactic obstacles in online learning (Alshumaimeri & Alhumud, 2021;Nurjanah & Juliana, 2020;El Khuluqo et al, 2021;Novainda & Turmudi, 2021;Borup et al, 2019;Fuadiah et al, 2019;Queiros & de Villiers, 2016). The questions given to prospective teachers consist of 6 items related to online learning: 1) How is the implementation of mathematics learning plans in junior high schools?…”

“…Research in several countries also examines didactic obstacles to online learning based on student and teacher perceptions. The results of research in Indonesia show obstacles to online learning, including network limitations, internet quotas, technology, and the use of online applications (El Khuluqo et al, 2021;Tauhidah et al, 2021;Susanto et al, 2021). The results of research in the United States of America show that the lack of parental support in online learning causes didactic obstacles (Borup et al, 2019).…”

Education sector risk assessment in the time of pandemic

“…The difference in access to online learning is not only observed in the Philippines [32], but also in some countries which are also devastated by the coronavirus outbreak [9], [33]- [35]. Khuluqo, Ghani, and Fatayan [36], in their study identified some factors that limits online learning. These factors include internet connectivity and the kind of online learning applications deplored.…”

Effectiveness of chain whispering learning method assisted by online chat messaging

“…Facts in the field are known that many online learning findings tend to be in the form of lectures via video conference and independent assignments to students [12], [13]. The online learning process cannot explore the potential of students to the maximum and theoretical learning tends to make students bored so that it is less effective [14], [15].…”