The Satisfaction of the Special Need’ Students with E-Learning Experience During COVID-19 Pandemic: A Case of Educational Institutions in Indonesia

Abstract

COVID-19 had a disastrous impact on the education sector resulting in a boom of online learning systems. This shift has severely impacted the underprivileged students with special needs due to the sudden implementation of prolonged distance learning. Thus, it creates an immense need to analyze distance learning media's effectiveness during the COVID-19 pandemic for students with special needs. The Elearning readiness and satisfaction of special needs students are scarcely investigated areas in education and e-learning literature. Established on the community of inquiry (COI) model, this study aims to determine the factors that underpin students' satisfaction with their e-learning experience through the mediated mechanism of students online learning readiness. Surveying 178 special needs students from various Indonesian universities revealed that teaching presence, cognitive and social presence, and content quality, directly and indirectly, influence e-learning satisfaction. This extended and more comprehensive model would help educators better understand e-learning's use as an effective pedagogical platform, especially in the context of special needs students. Key policy implications and directions for future research are suggested.

The role of Teachers’ Indigenous Knowledge and Cultural Competencies in Enhancing Students’ Engagement and Learning Outcomes

“…In addition, Indonesian literature is deep-rooted in Balinese literature (Nurjani & Dwijendra, 2020), and much higher education institutions in Indonesia have literature departments and teach Balinese literature (Suryasa & Dewi, 2018). This further reflects the significance of literary work in developing students' intellectual abilities (Amka & Dalle, 2021;Cerasoli & Ford, 2014). Hence, this study would be a valuable addition to examine the extent to which students' perceptions of teachers' indigenous knowledge and cultural competencies impact their engagement and learning outcomes in literature studies.…”

“…Balinese literature refers to the written and oral Balinese language literature of Bali, Indonesia, which has been divided into two periods, i.e., traditional (purwa) and modern (anyar) (Suryasa & Dewi, 2018). Several higher education institutions in Indonesia have literature departments and teach Balinese literature (Suryasa & Dewi, 2018) based on the fact that literary work has become an integral part of societies and educational systems to develop and build a student's self-determination and abilities (Amka & Dalle, 2021;Cerasoli & Ford, 2014). Thus, this study is vital in examining linkages among teachers' indigenous knowledge and cultural competencies and engagement with students learning outcomes in Indonesia.…”

Students' Perception about the Use of an Educational Web Application During the COVID-19 Pandemic

“…In the educational field, ICTs allow the organisation of creative activities that meet the educational needs of the students during the COVID-19 pandemic (Alawajee, 2021;Amka & Dalle, 2022;Halvoník & Psenak, 2021). In particular, 42.86% of students consider that the web application increases much the satisfaction during the learning process.…”

“…Universities currently seek to improve their educational quality through the incorporation of Information and Communication Technologies (ICTs) in school activities (Guillén-Gámez, Mayorga-Fernández, & Ramos, 2021;Huang & Zhu, 2021;Ocampo-Alvarado & Ullauri-Ugarte, 2021). In fact, teachers are modifying the planning and organisation of courses through technological tools in order to face the new challenges caused by the SARS-CoV-2 virus (Alawajee, 2021;Amka & Dalle, 2022;Demir & Gologlu-Demir, 2021).…”

The Social, Political, and Cultural Perspective of Islamic Education in Palembang Malay: A Continuous Evaluation from the Dutch Colonial Period to Today

“…Indonesians speak more than 500 different languages and belong to more than 300 different ethnic groups (Roslidah & Komara, 2017). Moreover, Indonesia contains various cultures, languages, tribes, ethnicities, races, and religions based on its strategic position (Amka & Dalle, 2021). It remained a Dutch colony for more than 360 years, was occupied by the Japanese during World War II, and achieved independence in 1949.…”