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Implementation Online Lectures in Covid-19 Pandemic: A Student Perception

Published: 25 April 2021 Publication History

Abstract

The purpose of this study was to determine students' perceptions regarding online lectures that were implemented during the Covid-19 pandemic, and the obstacles during the implementation of online lectures. This research is a descriptive study using a survey method. The sample in this study were 93 students majoring in mathematics education at Musamus University consisting of 35-second semester students, 30 fourth semester students, and 28 sixth semester students. The sampling technique in this study used saturated samples. This research was conducted in the even semester of the 2019/2020 academic year. The data collection technique was carried out by distributing questionnaires, of the 93 questionnaires distributed to students via Google Form, only 74 students filled out the questionnaire due to Internet connection constraints. During online lectures as many as 49 or 66.2% conduct lectures at home, 15 students or 20.3% conduct lectures at family/friends' homes, as many as 7 students or 9.5% conduct lectures at boarding houses, and 3 or 4 students. 1% who conduct online lectures in rice fields/gardens. Electronic devices used by students in online lectures are smartphones, and laptops. The e-learning application chosen by students when taking online lectures was 64 students or 86.5% chose google classroom, 12 students or 16.2% chose zoom, 9 students or 12.2% chose google meet, 4 students or 5.4 % chose Moodle, 3 students or 4.1% chose Edmodo, and WhatsApp, and 1 student or 1.4% chose Quizizz.
The findings of this study were 33.8% of students experienced difficulties in interacting with lecturers, and fellow students, 55.4% of students found it difficult to understand the material provided in online lectures, and as many as 49.7% of students experienced a miscommunication with, and 46, 6% of students experience miscommunication between fellow students. The obstacle faced by students during online lectures is the availability of internet services. Students have difficulty taking online lectures because not all areas where students live have an internet connection, if there is, the connection is very slow. This makes students sometimes late in getting lecture information, and submitting assignments. Apart from the availability of internet services, another challenge faced by students is constrained by costs. In taking online lectures, students have to pay more to buy internet data quotas. Of the 74 students, 64 students or 86.5% chose face-to-face education. These results indicate that online lectures are less supportive of students in the learning process, and students prefer face-to-face lectures compared to online lectures.

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  • (2022)Quality Model for Educational Mobile Apps Based on SQuaRE and AHPInformation Management and Big Data10.1007/978-3-031-04447-2_12(174-186)Online publication date: 20-Apr-2022

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    cover image ACM Other conferences
    ICLIQE 2020: Proceedings of the 4th International Conference on Learning Innovation and Quality Education
    September 2020
    868 pages
    ISBN:9781450375726
    DOI:10.1145/3452144
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    Published: 25 April 2021

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    1. and covid-19 pandemic
    2. online lecture
    3. student perception

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    • (2022)Quality Model for Educational Mobile Apps Based on SQuaRE and AHPInformation Management and Big Data10.1007/978-3-031-04447-2_12(174-186)Online publication date: 20-Apr-2022

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